CHC Community Services

Release: 9.2

Contents

CHC Community Services	37

CHC14015 Certificate I in Active Volunteering	38

CHC22015 Certificate II in Community Services	41

CHC24015 Certificate II in Active Volunteering	44

CHC30121 Certificate III in Early Childhood Education and Care	47

CHC30221 Certificate III in School Based Education Support	50

CHC32015 Certificate III in Community Services	53

CHC33021 Certificate III in Individual Support	57

CHC34015 Certificate III in Active Volunteering	61

CHC35021 Certificate III in Community Safety Services	66

CHC40221 Certificate IV in School Based Education Support	69

CHC40321 Certificate IV in Child, Youth and Family Intervention	72

CHC40421 Certificate IV in Youth Work	75

CHC40521 Certificate IV in Youth Justice	79

CHC41015 Certificate IV in Celebrancy	82

CHC41115 Certificate IV in Employment Services	85

CHC41215 Certificate IV in Career Development	88

CHC42021 Certificate IV in Community Services	91

CHC42121 Certificate IV in Community Development	98

CHC42221 Certificate IV in Housing	102

CHC42315 Certificate IV in Chaplaincy and Pastoral Care	106

CHC43015 Certificate IV in Ageing Support	110

CHC43121 Certificate IV in Disability Support	115

CHC43215 Certificate IV in Alcohol and Other Drugs	119

CHC43315 Certificate IV in Mental Health	124

CHC43415 Certificate IV in Leisure and Health	129

CHC43515 Certificate IV in Mental Health Peer Work	133

CHC44015 Certificate IV in Coordination of volunteer programs	138

CHC50121 Diploma of Early Childhood Education and Care	143

CHC50221 Diploma of School Age Education and Care	146

CHC50321 Diploma of Child, Youth and Family Intervention	149

CHC50421 Diploma of Youth Work	152

CHC50521 Diploma of Youth Justice	156

CHC51015 Diploma of Counselling	159

CHC51122 Diploma of Financial Counselling	162

CHC52021 Diploma of Community Services	166

CHC52121 Diploma of Community Development	174

CHC53215 Diploma of Alcohol and Other Drugs	178

CHC53315 Diploma of Mental Health	182

CHC53415 Diploma of Leisure and Health	186

CHC62015 Advanced Diploma of Community Sector Management	191

CHC81015 Graduate Diploma of Relationship Counselling	195

CHC81115 Graduate Diploma of Family Dispute Resolution	200

CHC81215 Graduate Certificate in Statutory Child Protection	203

CHC81315 Graduate Certificate in Career Development Practice	208

CHC82015 Graduate Certificate in Client Assessment and Case Management	211

CHCSS00114 Entry into Care Roles Skill Set	214

CHCSS00122 Client-oriented Service Delivery	216

CHCSS00123 Dementia Support	218

CHCSS00124 Disability Work - Behaviour Support	219

CHCSS00125 Entry to Certificate IV in Disability Support	221

CHCSS00126 Facilitate Independent Travel	223

CHCSS00127 High Support and Complex Care - Aged Care	224

CHCSS00128 High Support and Complex Care - Disability Support	226

CHCSS00129 Individual Support - Ageing	228

CHCSS00130 Individual Support - Disability	230

CHCSS00131 Individual Support - Home and Community (Ageing)	232

CHCSS00132 Individual Support - Home and Community (Disability)	234

CHCSS00133 Induction to Disability Support	236

CHCSS00134 Leadership in Disability Support	238

CHCSS00135 Mealtime Support	240

CHCSS00136 NDIS Coordinator of Supports	242

CHCSS00137 Palliative Approach	244

CHCSS00138 Mental Health Assistance	246

CHCSS00139 Team Leader	248

CHCSS00140 Case Management Skill Set	250

CHCSS00141 Child Protection Skill Set	251

CHCSS00142 Mediation Skill Set	253

CHCSS00143 Provide Family Support Services Skill Set	254

CHCSS00144 Supporting Children and Families with Complex Needs	256

CHCSS00145 Working with Families	258

CHCSS00146 Working in a Child Safe Environment	260

CHCAGE001 Facilitate the empowerment of older people	262

Assessment Requirements for CHCAGE001 Facilitate the empowerment of older people	265

CHCAGE002 Implement falls prevention strategies	268

Assessment Requirements for CHCAGE002 Implement falls prevention strategies	271

CHCAGE006 Provide food services	273

Assessment Requirements for CHCAGE006 Provide food services	277

CHCAGE007 Recognise and report risk of falls	279

Assessment Requirements for CHCAGE007 Recognise and report risk of falls	281

CHCAGE008 Implement falls prevention strategies	283

Assessment Requirements for CHCAGE008 Implement falls prevention strategies	286

CHCAGE009 Provide services for older people	288

Assessment Requirements for CHCAGE009 Provide services for older people	291

CHCAGE010 Implement interventions with older people to reduce risk	294

Assessment Requirements for CHCAGE010 Implement interventions with older people to reduce risk	297

CHCAGE011 Provide support to people living with dementia	300

Assessment Requirements for CHCAGE011 Provide support to people living with dementia	303

CHCAGE012 Provide food service	307

Assessment Requirements for CHCAGE012 Provide food service	310

CHCAGE013 Work effectively in aged care	313

Assessment Requirements for CHCAGE013 Work effectively in aged care	315

CHCCCS012 Prepare and maintain beds	318

Assessment Requirements for CHCCCS012 Prepare and maintain beds	321

CHCCCS022 Facilitate independent travel	323

Assessment Requirements for CHCCCS022 Facilitate independent travel	326

CHCCCS031 Provide individualised support	328

Assessment Requirements for CHCCCS031 Provide individualised support	331

CHCCCS032 Provide basic foot care	336

Assessment Requirements for CHCCCS032 Provide basic foot care	338

CHCCCS033 Identify and report abuse	340

Assessment Requirements for CHCCCS033 Identify and report abuse	343

CHCCCS034 Facilitate independent travel	346

Assessment Requirements for CHCCCS034 Facilitate independent travel	348

CHCCCS035 Support people with autism spectrum disorder	350

Assessment Requirements for CHCCCS035 Support people with autism spectrum disorder	352

CHCCCS036 Support relationships with carer and family	355

Assessment Requirements for CHCCCS036 Support relationships with carer and family	357

CHCCCS037 Visit client residence	360

Assessment Requirements for CHCCCS037 Visit client residence	363

CHCCCS038 Facilitate the empowerment of people receiving support	365

Assessment Requirements for CHCCCS038 Facilitate the empowerment of people receiving support	367

CHCCCS039 Coordinate and monitor home-based support	371

Assessment Requirements for CHCCCS039 Coordinate and monitor home-based support	374

CHCCCS040 Support independence and wellbeing	376

Assessment Requirements for CHCCCS040 Support independence and wellbeing	379

CHCCCS041 Recognise healthy body systems	382

Assessment Requirements for CHCCCS041 Recognise healthy body systems	384

CHCCCS042 Prepare meals	387

Assessment Requirements for CHCCCS042 Prepare meals	390

CHCCCS043 Support positive mealtime experiences	393

Assessment Requirements for CHCCCS043 Support positive mealtime experiences	395

CHCCCS044 Follow established person-centred behaviour supports	398

Assessment Requirements for CHCCCS044 Follow established person-centred behaviour supports	401

CHCCDE017 Support collaborative planning processes	405

Assessment Requirements for CHCCDE017 Support collaborative planning processes	408

CHCCDE018 Develop and implement community programs	410

Assessment Requirements for CHCCDE018 Develop and implement community programs	413

CHCCDE019 Work within a community development framework	415

Assessment Requirements for CHCCDE019 Work within a community development framework	418

CHCCDE020 Implement participation and engagement strategies	420

Assessment Requirements for CHCCDE020 Implement participation and engagement strategies	422

CHCCDE021 Develop and support community resources	424

Assessment Requirements for CHCCDE021 Develop and support community resources	427

CHCCDE022 Work to empower Aboriginal and/or Torres Strait Islander communities	429

Assessment Requirements for CHCCDE022 Work to empower Aboriginal and/or Torres Strait Islander communities	432

CHCCDE023 Develop and deliver community projects	434

Assessment Requirements for CHCCDE023 Develop and deliver community projects	436

CHCCDE024 Support community action	438

Assessment Requirements for CHCCDE024 Support community action	440

CHCCDE025 Develop and support community leadership	442

Assessment Requirements for CHCCDE025 Develop and support community leadership	444

CHCCDE026 Develop and lead community engagement strategies to enhance participation	446

Assessment Requirements for CHCCDE026 Develop and lead community engagement strategies to enhance participation	449

CHCCDE027 Implement community development strategies	451

Assessment Requirements for CHCCDE027 Implement community development strategies	454

CHCCDE028 Work within organisation and government structures to enable community development outcomes	456

Assessment Requirements for CHCCDE028 Work within organisation and government structures to enable community development outcomes	459

CHCCDE029 Establish and develop community organisations or social enterprises	461

Assessment Requirements for CHCCDE029 Establish and develop community organisations or social enterprises	464

CHCCDE030 Facilitate the development of community capacity to manage place making	466

Assessment Requirements for CHCCDE030 Facilitate the development of community capacity to manage place making	470

CHCCDE031 Develop and implement a community renewal plan	472

Assessment Requirements for CHCCDE031 Develop and implement a community renewal plan	475

CHCCDE032 Deliver emergency relief services	477

Assessment Requirements for CHCCDE032 Deliver emergency relief services	480

CHCCSM009 Facilitate goal directed planning	482

Assessment Requirements for CHCCSM009 Facilitate goal directed planning	485

CHCCSM010 Implement case management practice	487

Assessment Requirements for CHCCSM010 Implement case management practice	491

CHCCSM011 Work with carers and families in complex situations	494

Assessment Requirements for CHCCSM011 Work with carers and families in complex situations	498

CHCCSM012 Coordinate complex case requirements	500

Assessment Requirements for CHCCSM012 Coordinate complex case requirements	503

CHCCSM013 Facilitate and review case management	505

Assessment Requirements for CHCCSM013 Facilitate and review case management	508

CHCCSM014 Provide case management supervision	510

Assessment Requirements for CHCCSM014 Provide case management supervision	513

CHCCSM015 Undertake case management in a child protection framework	515

Assessment Requirements for CHCCSM015 Undertake case management in a child protection framework	519

CHCCSM016 Undertake advanced assessments	522

Assessment Requirements for CHCCSM016 Undertake advanced assessments	526

CHCCSS001 Work effectively in Community Safety Services	529

Assessment Requirements for CHCCSS001 Work effectively in Community Safety Services	532

CHCDEV004 Confirm developmental status	535

Assessment Requirements for CHCDEV004 Confirm developmental status	538

CHCDEV005 Analyse impacts of sociological factors on people in community work and services	540

Assessment Requirements for CHCDEV005 Analyse impacts of sociological factors on people in community work and services	543

CHCDEV006 Analyse information for service planning and delivery	545

Assessment Requirements for CHCDEV006 Analyse information for service planning and delivery	548

CHCDFV003 Promote community awareness of domestic and family violence	550

Assessment Requirements for CHCDFV003 Promote community awareness of domestic and family violence	553

CHCDIS011 Contribute to ongoing skills development using a strengths-based approach	556

Assessment Requirements for CHCDIS011 Contribute to ongoing skills development using a strengths-based approach	559

CHCDIS012 Support community participation and social inclusion	562

Assessment Requirements for CHCDIS012 Support community participation and social inclusion	565

CHCDIS013 Assist with communication using augmentative and alternative communication methods	568

Assessment Requirements for CHCDIS013 Assist with communication using augmentative and alternative communication methods	571

CHCDIS014 Develop and use strategies for communication with augmentative and alternative communication systems	573

Assessment Requirements for CHCDIS014 Develop and use strategies for communication with augmentative and alternative communication systems	576

CHCDIS015 Develop and provide person-centred service responses	578

Assessment Requirements for CHCDIS015 Develop and provide person-centred service responses	581

CHCDIS016 Develop and promote positive person-centred behaviour supports	584

Assessment Requirements for CHCDIS016 Develop and promote positive person-centred behaviour supports	587

CHCDIS017 Facilitate community participation and social inclusion	590

Assessment Requirements for CHCDIS017 Facilitate community participation and social inclusion	593

CHCDIS018 Facilitate ongoing skills development using a person-centred approach	595

Assessment Requirements for CHCDIS018 Facilitate ongoing skills development using a person-centred approach	598

CHCDIS019 Provide person-centred services to people with disability with complex needs	600

Assessment Requirements for CHCDIS019 Provide person-centred services to people with disability with complex needs	603

CHCDIS020 Work effectively in disability support	606

Assessment Requirements for CHCDIS020 Work effectively in disability support	608

CHCDIS021 Prepare for NDIS support coordination	611

Assessment Requirements for CHCDIS021 Prepare for NDIS support coordination	613

CHCDIS022 Coordinate NDIS participant support	616

Assessment Requirements for CHCDIS022 Coordinate NDIS participant support	618

CHCDIS023 Provide specialised support	621

Assessment Requirements for CHCDIS023 Provide specialised support	624

CHCECE030 Support inclusion and diversity	627

Assessment Requirements for CHCECE030 Support inclusion and diversity	630

CHCECE031 Support children's health, safety and wellbeing	633

Assessment Requirements for CHCECE031 Support children's health, safety and wellbeing	637

CHCECE032 Nurture babies and toddlers	642

Assessment Requirements for CHCECE032 Nurture babies and toddlers	646

CHCECE033 Develop positive and respectful relationships with children	651

Assessment Requirements for CHCECE033 Develop positive and respectful relationships with children	655

CHCECE034 Use an approved learning framework to guide practice	658

Assessment Requirements for CHCECE034 Use an approved learning framework to guide practice	661

CHCECE035 Support the holistic learning and development of children	663

Assessment Requirements for CHCECE035 Support the holistic learning and development of children	667

CHCECE036 Provide experiences to support children's play and learning	670

Assessment Requirements for CHCECE036 Provide experiences to support children's play and learning	673

CHCECE037 Support children to connect with the natural environment	676

Assessment Requirements for CHCECE037 Support children to connect with the natural environment	679

CHCECE038 Observe children to inform practice	681

Assessment Requirements for CHCECE038 Observe children to inform practice	684

CHCECE039 Comply with family day care administration requirements	687

Assessment Requirements for CHCECE039 Comply with family day care administration requirements	690

CHCECE040 Attend to daily functions in home-based child care	692

Assessment Requirements for CHCECE040 Attend to daily functions in home-based child care	695

CHCECE041 Maintain a safe and healthy environment for children	697

Assessment Requirements for CHCECE041 Maintain a safe and healthy environment for children	701

CHCECE042 Foster holistic early childhood learning, development and wellbeing	704

Assessment Requirements for CHCECE042 Foster holistic early childhood learning, development and wellbeing	709

CHCECE043 Nurture creativity in children	712

Assessment Requirements for CHCECE043 Nurture creativity in children	716

CHCECE044 Facilitate compliance in a children's education and care service	719

Assessment Requirements for CHCECE044 Facilitate compliance in a children's education and care service	722

CHCECE045 Foster positive and respectful interactions and behaviour in children	724

Assessment Requirements for CHCECE045 Foster positive and respectful interactions and behaviour in children	728

CHCECE046 Implement strategies for the inclusion of all children	731

Assessment Requirements for CHCECE046 Implement strategies for the inclusion of all children	735

CHCECE047 Analyse information to inform children’s learning	738

Assessment Requirements for CHCECE047 Analyse information to inform children’s learning	741

CHCECE048 Plan and implement children's education and care curriculum	744

Assessment Requirements for CHCECE048 Plan and implement children's education and care curriculum	748

CHCECE049 Embed environmental responsibility in service operations	751

Assessment Requirements for CHCECE049 Embed environmental responsibility in service operations	754

CHCECE050 Work in partnership with children's families	757

Assessment Requirements for CHCECE050 Work in partnership with children's families	760

CHCECE051 Promote equity in access to the service	763

Assessment Requirements for CHCECE051 Promote equity in access to the service	766

CHCECE052 Plan service and supports for children and families	768

Assessment Requirements for CHCECE052 Plan service and supports for children and families	771

CHCECE053 Respond to grievances and complaints about the service	774

Assessment Requirements for CHCECE053 Respond to grievances and complaints about the service	777

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples' cultures	780

Assessment Requirements for CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples' cultures	783

CHCECE055 Meet legal and ethical obligations in children's education and care	786

Assessment Requirements for CHCECE055 Meet legal and ethical obligations in children's education and care	789

CHCECE056 Work effectively in children's education and care	792

Assessment Requirements for CHCECE056 Work effectively in children's education and care	795

CHCECE057 Use collaborative practices to uphold child protection principles	798

Assessment Requirements for CHCECE057 Use collaborative practices to uphold child protection principles	801

CHCEDS033 Meet legal and ethical obligations in an education support environment	803

Assessment Requirements for CHCEDS033 Meet legal and ethical obligations in an education support environment	806

CHCEDS034 Contribute to the planning and implementation of educational programs	808

Assessment Requirements for CHCEDS034 Contribute to the planning and implementation of educational programs	811

CHCEDS035 Contribute to student education in all developmental domains	814

Assessment Requirements for CHCEDS035 Contribute to student education in all developmental domains	817

CHCEDS036 Support the development of literacy and oral language skills	819

Assessment Requirements for CHCEDS036 Support the development of literacy and oral language skills	822

CHCEDS037 Support the development of numeracy skills	824

Assessment Requirements for CHCEDS037 Support the development of numeracy skills	827

CHCEDS038 Communicate with students parents and colleagues in an Aboriginal or Torres Strait Islander language	829

Assessment Requirements for CHCEDS038 Communicate with students parents and colleagues in an Aboriginal or Torres Strait Islander language	831

CHCEDS039 Work effectively as an Aboriginal and/or Torres Strait Islander education worker	833

Assessment Requirements for CHCEDS039 Work effectively as an Aboriginal and/or Torres Strait Islander education worker	836

CHCEDS040 Search and access online information	838

Assessment Requirements for CHCEDS040 Search and access online information	841

CHCEDS041 Set up and sustain learning areas	843

Assessment Requirements for CHCEDS041 Set up and sustain learning areas	846

CHCEDS042 Provide support for e-learning	848

Assessment Requirements for CHCEDS042 Provide support for e-learning	851

CHCEDS043 Support students with English as an additional language	853

Assessment Requirements for CHCEDS043 Support students with English as an additional language	856

CHCEDS044 Support development of student research skills	858

Assessment Requirements for CHCEDS044 Support development of student research skills	861

CHCEDS045 Support student mathematics learning	863

Assessment Requirements for CHCEDS045 Support student mathematics learning	866

CHCEDS046 Support student literacy learning	868

Assessment Requirements for CHCEDS046 Support student literacy learning	871

CHCEDS047 Assist in facilitation of student learning	874

Assessment Requirements for CHCEDS047 Assist in facilitation of student learning	877

CHCEDS048 Work with students in need of additional learning support	880

Assessment Requirements for CHCEDS048 Work with students in need of additional learning support	883

CHCEDS049 Supervise students outside the classroom	886

Assessment Requirements for CHCEDS049 Supervise students outside the classroom	889

CHCEDS050 Support Aboriginal and/or Torres Strait Islander education	892

Assessment Requirements for CHCEDS050 Support Aboriginal and/or Torres Strait Islander education	895

CHCEDS051 Facilitate learning for students with disabilities	897

Assessment Requirements for CHCEDS051 Facilitate learning for students with disabilities	900

CHCEDS052 Deliver elements of teaching and learning programs	903

Assessment Requirements for CHCEDS052 Deliver elements of teaching and learning programs	906

CHCEDS053 Assist in production of language resources	908

Assessment Requirements for CHCEDS053 Assist in production of language resources	911

CHCEDS054 Contribute to teaching of Aboriginal and/or Torres Strait Islander language and culture	913

Assessment Requirements for CHCEDS054 Contribute to teaching of Aboriginal and/or Torres Strait Islander language and culture	916

CHCEDS055 Coordinate e-learning programs	918

Assessment Requirements for CHCEDS055 Coordinate e-learning programs	921

CHCEDS056 Provide support to students with autism spectrum disorder	923

Assessment Requirements for CHCEDS056 Provide support to students with autism spectrum disorder	926

CHCEDS057 Support students with additional needs in the classroom	928

Assessment Requirements for CHCEDS057 Support students with additional needs in the classroom	932

CHCEDS058 Support the implementation of behaviour plans	935

Assessment Requirements for CHCEDS058 Support the implementation of behaviour plans	938

CHCEDS059 Contribute to the health, safety and wellbeing of students	941

Assessment Requirements for CHCEDS059 Contribute to the health, safety and wellbeing of students	944

CHCEDS060 Work effectively with students and colleagues	946

Assessment Requirements for CHCEDS060 Work effectively with students and colleagues	949

CHCEDS061 Support responsible student behaviour	951

Assessment Requirements for CHCEDS061 Support responsible student behaviour	954

CHCFIN005 Provide responsible online wagering services	956

Assessment Requirements for CHCFIN005 Provide responsible online wagering services	960

CHCFIN006 Establish the financial counselling relationship	965

Assessment Requirements for CHCFIN006 Establish the financial counselling relationship	969

CHCFIN007 Provide advice, counselling and representation to financial counselling clients	975

Assessment Requirements for CHCFIN007 Provide advice, counselling and representation to financial counselling clients	979

CHCFIN008 Apply professional standards in financial counselling	985

Assessment Requirements for CHCFIN008 Apply professional standards in financial counselling	988

CHCFIN009 Provide financial counselling and systemic advocacy within a social justice framework	991

Assessment Requirements for CHCFIN009 Provide financial counselling and systemic advocacy within a social justice framework	994

CHCFIN010 Apply basic concepts of small business to financial counselling	997

Assessment Requirements for CHCFIN010 Apply basic concepts of small business to financial counselling	1000

CHCFIN011 Provide rural financial counselling services	1004

Assessment Requirements for CHCFIN011 Provide rural financial counselling services	1007

CHCHCS001 Provide home and community support services	1010

Assessment Requirements for CHCHCS001 Provide home and community support services	1013

CHCMED004 Prepare for mediation	1016

Assessment Requirements for CHCMED004 Prepare for mediation	1019

CHCMED005 Facilitate mediation	1022

Assessment Requirements for CHCMED005 Facilitate mediation	1025

CHCMED006 Consolidate and conclude mediation	1028

Assessment Requirements for CHCMED006 Consolidate and conclude mediation	1031

CHCPAL003 Deliver care services using a palliative approach	1034

Assessment Requirements for CHCPAL003 Deliver care services using a palliative approach	1037

CHCPAL004 Contribute to planning and implementation of care services using a palliative approach	1040

Assessment Requirements for CHCPAL004 Contribute to planning and implementation of care services using a palliative approach	1043

CHCPAS003 Plan for the provision of pastoral and spiritual care	1045

Assessment Requirements for CHCPAS003 Plan for the provision of pastoral and spiritual care	1047

CHCPAS004 Provide pastoral and spiritual care	1049

Assessment Requirements for CHCPAS004 Provide pastoral and spiritual care	1052

CHCPRT024 Promote positive development of children and young people in out of home care	1054

Assessment Requirements for CHCPRT024 Promote positive development of children and young people in out of home care	1057

CHCPRT025 Identify and report children and young people at risk	1060

Assessment Requirements for CHCPRT025 Identify and report children and young people at risk	1063

CHCPRT026 Support the rights and safety of children and young people	1066

Assessment Requirements for CHCPRT026 Support the rights and safety of children and young people	1069

CHCPRT027 Work collaboratively to maintain an environment safe for children and young people	1071

Assessment Requirements for CHCPRT027 Work collaboratively to maintain an environment safe for children and young people	1074

CHCPRT028 Work effectively in child protection to support children, young people and families	1076

Assessment Requirements for CHCPRT028 Work effectively in child protection to support children, young people and families	1079

CHCPRT029 Work within a practice framework	1082

Assessment Requirements for CHCPRT029 Work within a practice framework	1084

CHCPRT030 Build professional practice and sectoral expertise	1086

Assessment Requirements for CHCPRT030 Build professional practice and sectoral expertise	1088

CHCPRT031 Provide supervision in the community	1090

Assessment Requirements for CHCPRT031 Provide supervision in the community	1093

CHCPRT032 Provide supervision in a secure system	1095

Assessment Requirements for CHCPRT032 Provide supervision in a secure system	1097

CHCPRT033 Provide support to children and youth in out-of-home care	1099

Assessment Requirements for CHCPRT033 Provide support to children and youth in out-of-home care	1102

CHCPRT034 Work with children and young people with complex trauma and attachment issues and needs	1104

Assessment Requirements for CHCPRT034 Work with children and young people with complex trauma and attachment issues and needs	1107

CHCPRT035 Develop and implement a multi-agency investigation and child risk assessment strategy	1109

Assessment Requirements for CHCPRT035 Develop and implement a multi-agency investigation and child risk assessment strategy	1112

CHCPRT036 Undertake and implement planning with at-risk children and young people and their families	1114

Assessment Requirements for CHCPRT036 Undertake and implement planning with at-risk children and young people and their families	1117

CHCPRT037 Support the progress and positive development of young people demonstrating anti-social behaviours	1119

Assessment Requirements for CHCPRT037 Support the progress and positive development of young people demonstrating anti-social behaviours	1123

CHCPRT038 Interact with the legal system to protect children	1125

Assessment Requirements for CHCPRT038 Interact with the legal system to protect children	1127

CHCPRT039 Work effectively within youth justice	1129

Assessment Requirements for CHCPRT039 Work effectively within youth justice	1132

CHCPRT040 Work in the youth justice environment	1134

Assessment Requirements for CHCPRT040 Work in the youth justice environment	1137

CHCPRT041 Support Aboriginal and/or Torres Strait Islander young people in youth justice system	1139

Assessment Requirements for CHCPRT041 Support Aboriginal and/or Torres Strait Islander young people in youth justice system	1142

CHCPRT042 Prepare young people for reintegration	1144

Assessment Requirements for CHCPRT042 Prepare young people for reintegration	1147

CHCPRT043 Develop and support youth justice team	1149

Assessment Requirements for CHCPRT043 Develop and support youth justice team	1152

CHCSAC006 Support children to participate in school age care	1154

Assessment Requirements for CHCSAC006 Support children to participate in school age care	1157

CHCSAC007 Develop and implement play and leisure experiences in school age care	1160

Assessment Requirements for CHCSAC007 Develop and implement play and leisure experiences in school age care	1163

CHCSAC008 Work collaboratively and respectfully with school age children	1166

Assessment Requirements for CHCSAC008 Work collaboratively and respectfully with school age children	1170

CHCSAC009 Support the holistic development of children in school age care	1173

Assessment Requirements for CHCSAC009 Support the holistic development of children in school age care	1177

CHCSAC010 Foster holistic learning, development and wellbeing for school age children	1180

Assessment Requirements for CHCSAC010 Foster holistic learning, development and wellbeing for school age children	1183

CHCSET003 Work with forced migrants	1187

Assessment Requirements for CHCSET003 Work with forced migrants	1190

CHCSET004 Undertake bicultural work with forced migrants in Australia	1192

Assessment Requirements for CHCSET004 Undertake bicultural work with forced migrants in Australia	1195

CHCSOH013 Work with people experiencing or at risk of homelessness	1197

Assessment Requirements for CHCSOH013 Work with people experiencing or at risk of homelessness	1200

CHCSOH014 Manage and maintain tenancy agreements and services	1203

Assessment Requirements for CHCSOH014 Manage and maintain tenancy agreements and services	1207

CHCSOH015 Manage housing application and allocation processes	1209

Assessment Requirements for CHCSOH015 Manage housing application and allocation processes	1212

CHCSOH016 Manage tenancy rent and rental arrears	1214

Assessment Requirements for CHCSOH016 Manage tenancy rent and rental arrears	1216

CHCSOH017 Manage vacant properties	1218

Assessment Requirements for CHCSOH017 Manage vacant properties	1220

CHCSOH018 Respond to property maintenance enquiries	1222

Assessment Requirements for CHCSOH018 Respond to property maintenance enquiries	1225

CHCSOH019 Manage head lease	1227

Assessment Requirements for CHCSOH019 Manage head lease	1230

CHCSOH020 Develop quality systems in line with registration standards	1232

Assessment Requirements for CHCSOH020 Develop quality systems in line with registration standards	1236

CHCSOH021 Work with clients within the social housing system	1238

Assessment Requirements for CHCSOH021 Work with clients within the social housing system	1240

CHCSOH022 Develop social housing enterprise opportunities	1243

Assessment Requirements for CHCSOH022 Develop social housing enterprise opportunities	1246

CHCSOH023 Acquire properties by purchase or transfer	1248

Assessment Requirements for CHCSOH023 Acquire properties by purchase or transfer	1251

CHCSOH024 Support sustainable tenancies	1253

Assessment Requirements for CHCSOH024 Support sustainable tenancies	1256

CHCYTH013 Engage respectfully with young people	1258

Assessment Requirements for CHCYTH013 Engage respectfully with young people	1261

CHCYTH014 Work effectively with young people in the youth work context	1263

Assessment Requirements for CHCYTH014 Work effectively with young people in the youth work context	1266

CHCYTH015 Support young people to create opportunities in their lives	1268

Assessment Requirements for CHCYTH015 Support young people to create opportunities in their lives	1271

CHCYTH016 Respond to critical situations	1273

Assessment Requirements for CHCYTH016 Respond to critical situations	1277

CHCYTH017 Develop and implement procedures to enable young people to address their needs	1279

Assessment Requirements for CHCYTH017 Develop and implement procedures to enable young people to address their needs	1282

CHCYTH018 Work with young people to establish support networks	1284

Assessment Requirements for CHCYTH018 Work with young people to establish support networks	1288

CHCYTH019 Undertake youth work in specific communities	1290

Assessment Requirements for CHCYTH019 Undertake youth work in specific communities	1293

CHCYTH020 Support young people to take collective action	1295

Assessment Requirements for CHCYTH020 Support young people to take collective action	1298

CHCYTH021 Support youth programs	1300

Assessment Requirements for CHCYTH021 Support youth programs	1303

CHCYTH022 Provide services for the needs and circumstances of young people	1305

Assessment Requirements for CHCYTH022 Provide services for the needs and circumstances of young people	1309

CHCYTH023 Work effectively with young people and their nominated carer or families	1311

Assessment Requirements for CHCYTH023 Work effectively with young people and their nominated carer or families	1315

CHCYTH024 Manage service response to young people in crisis	1317

Assessment Requirements for CHCYTH024 Manage service response to young people in crisis	1320

AHCAGB518 Develop climate risk management strategies	1322

Assessment Requirements for AHCAGB518 Develop climate risk management strategies	1325

AHCAGB519 Plan and monitor production processes	1327

Assessment Requirements for AHCAGB519 Plan and monitor production processes	1331

AHCAGB608 Manage financial resources	1333

Assessment Requirements for AHCAGB608 Manage financial resources	1336

AHCBUS401A Administer finance, insurance and legal requirements	1338

AHCBUS516 Develop and review a business plan	1344

Assessment Requirements for AHCBUS516 Develop and review a business plan	1347

AHCBUS518 Prepare and monitor budgets and financial reports	1349

Assessment Requirements for AHCBUS518 Prepare and monitor budgets and financial reports	1352

AHCCCF411A Develop approaches to include cultural and human diversity	1354

AHCCCF414A Coordinate fund-raising activities	1359

BSBADM405 Organise meetings	1365

Assessment Requirements for BSBADM405 Organise meetings	1368

BSBADM409 Coordinate business resources	1370

Assessment Requirements for BSBADM409 Coordinate business resources	1373

BSBADM504 Plan and implement administrative systems	1375

Assessment Requirements for BSBADM504 Plan and implement administrative systems	1379

BSBATSIC511 Plan and conduct a community meeting	1381

Assessment Requirements for BSBATSIC511 Plan and conduct a community meeting	1385

BSBATSIW515 Secure funding	1387

Assessment Requirements for BSBATSIW515 Secure funding	1391

BSBCMM201 Communicate in the workplace	1393

Assessment Requirements for BSBCMM201 Communicate in the workplace	1396

BSBCMM401 Make a presentation	1398

Assessment Requirements for BSBCMM401 Make a presentation	1401

BSBCOM406 Conduct work within a compliance framework	1403

Assessment Requirements for BSBCOM406 Conduct work within a compliance framework	1406

BSBCUS201 Deliver a service to customers	1408

Assessment Requirements for BSBCUS201 Deliver a service to customers	1411

BSBEMS401 Develop and implement business development strategies to expand client base	1413

Assessment Requirements for BSBEMS401 Develop and implement business development strategies to expand client base	1416

BSBEMS402 Develop and implement strategies to source and assess candidates	1418

Assessment Requirements for BSBEMS402 Develop and implement strategies to source and assess candidates	1421

BSBEMS403 Develop and provide employment management services to candidates	1423

Assessment Requirements for BSBEMS403 Develop and provide employment management services to candidates	1427

BSBEMS404 Manage the recruitment process for client organisations	1429

Assessment Requirements for BSBEMS404 Manage the recruitment process for client organisations	1433

BSBFIA301 Maintain financial records	1435

Assessment Requirements for BSBFIA301 Maintain financial records	1438

BSBFIA402 Report on financial activity	1440

Assessment Requirements for BSBFIA402 Report on financial activity	1444

BSBFIM501 Manage budgets and financial plans	1446

Assessment Requirements for BSBFIM501 Manage budgets and financial plans	1449

BSBFIM601 Manage finances	1451

Assessment Requirements for BSBFIM601 Manage finances	1455

BSBFLM306 Provide workplace information and resourcing plans	1457

Assessment Requirements for BSBFLM306 Provide workplace information and resourcing plans	1461

BSBHRM405 Support the recruitment, selection and induction of staff	1463

Assessment Requirements for BSBHRM405 Support the recruitment, selection and induction of staff	1467

BSBHRM413 Support the learning and development of teams and individuals	1469

Assessment Requirements for BSBHRM413 Support the learning and development of teams and individuals	1472

BSBHRM506 Manage recruitment selection and induction processes	1474

Assessment Requirements for BSBHRM506 Manage recruitment selection and induction processes	1478

BSBHRM512 Develop and manage performance management processes	1480

Assessment Requirements for BSBHRM512 Develop and manage performance management processes	1484

BSBHRM513 Manage workforce planning	1486

Assessment Requirements for BSBHRM513 Manage workforce planning	1490

BSBHRM602 Manage human resources strategic planning	1492

Assessment Requirements for BSBHRM602 Manage human resources strategic planning	1496

BSBINM201 Process and maintain workplace information	1498

Assessment Requirements for BSBINM201 Process and maintain workplace information	1501

BSBINM301 Organise workplace information	1503

Assessment Requirements for BSBINM301 Organise workplace information	1506

BSBINM401 Implement workplace information system	1508

Assessment Requirements for BSBINM401 Implement workplace information system	1511

BSBINM601 Manage knowledge and information	1513

Assessment Requirements for BSBINM601 Manage knowledge and information	1517

BSBINN301 Promote innovation in a team environment	1519

Assessment Requirements for BSBINN301 Promote innovation in a team environment	1523

BSBINN601 Lead and manage organisational change	1525

Assessment Requirements for BSBINN601 Lead and manage organisational change	1529

BSBINN801 Lead innovative thinking and practice	1531

Assessment Requirements for BSBINN801 Lead innovative thinking and practice	1535

BSBINS201 Process and maintain workplace information	1537

Assessment Requirements for BSBINS201 Process and maintain workplace information	1539

BSBIPR401 Use and respect copyright	1541

Assessment Requirements for BSBIPR401 Use and respect copyright	1545

BSBITS401 Maintain business technology	1547

Assessment Requirements for BSBITS401 Maintain business technology	1550

BSBITU306 Design and produce business documents	1552

Assessment Requirements for BSBITU306 Design and produce business documents	1555

BSBLDR402 Lead effective workplace relationships	1557

Assessment Requirements for BSBLDR402 Lead effective workplace relationships	1561

BSBLDR403 Lead team effectiveness	1563

Assessment Requirements for BSBLDR403 Lead team effectiveness	1566

BSBLDR411 Demonstrate leadership in the workplace	1568

Assessment Requirements for BSBLDR411 Demonstrate leadership in the workplace	1571

BSBLDR413 Lead effective workplace relationships	1573

Assessment Requirements for BSBLDR413 Lead effective workplace relationships	1576

BSBLDR523 Lead and manage effective workplace relationships	1578

Assessment Requirements for BSBLDR523 Lead and manage effective workplace relationships	1581

BSBLDR801 Lead personal and strategic transformation	1583

Assessment Requirements for BSBLDR801 Lead personal and strategic transformation	1587

BSBLDR803 Develop and cultivate collaborative partnerships and relationships	1589

Assessment Requirements for BSBLDR803 Develop and cultivate collaborative partnerships and relationships	1593

BSBLDR806 Lead and influence ethical practice	1595

Assessment Requirements for BSBLDR806 Lead and influence ethical practice	1598

BSBLED401 Develop teams and individuals	1600

Assessment Requirements for BSBLED401 Develop teams and individuals	1604

BSBLED805 Plan and implement a mentoring program	1606

Assessment Requirements for BSBLED805 Plan and implement a mentoring program	1610

BSBLED806 Plan and implement a coaching strategy	1612

Assessment Requirements for BSBLED806 Plan and implement a coaching strategy	1616

BSBLED807 Establish career development services	1618

Assessment Requirements for BSBLED807 Establish career development services	1622

BSBLED808 Conduct a career development session	1624

Assessment Requirements for BSBLED808 Conduct a career development session	1628

BSBLED809 Identify and communicate trends in career development	1630

Assessment Requirements for BSBLED809 Identify and communicate trends in career development	1634

BSBMGT401 Show leadership in the workplace	1636

Assessment Requirements for BSBMGT401 Show leadership in the workplace	1640

BSBMGT402 Implement operational plan	1642

Assessment Requirements for BSBMGT402 Implement operational plan	1646

BSBMGT403 Implement continuous improvement	1648

Assessment Requirements for BSBMGT403 Implement continuous improvement	1651

BSBMGT404 Lead and facilitate off-site staff	1653

Assessment Requirements for BSBMGT404 Lead and facilitate off-site staff	1657

BSBMGT406 Plan and monitor continuous improvement	1659

Assessment Requirements for BSBMGT406 Plan and monitor continuous improvement	1662

BSBMGT502 Manage people performance	1664

Assessment Requirements for BSBMGT502 Manage people performance	1668

BSBMGT605 Provide leadership across the organisation	1670

Assessment Requirements for BSBMGT605 Provide leadership across the organisation	1674

BSBMGT608 Manage innovation and continuous improvement	1676

Assessment Requirements for BSBMGT608 Manage innovation and continuous improvement	1680

BSBMGT615 Contribute to organisation development	1682

Assessment Requirements for BSBMGT615 Contribute to organisation development	1686

BSBMGT616 Develop and implement strategic plans	1688

Assessment Requirements for BSBMGT616 Develop and implement strategic plans	1692

BSBMGT617 Develop and implement a business plan	1694

Assessment Requirements for BSBMGT617 Develop and implement a business plan	1698

BSBMKG413 Promote products and services	1700

Assessment Requirements for BSBMKG413 Promote products and services	1704

BSBMKG514 Implement and monitor marketing activities	1706

Assessment Requirements for BSBMKG514 Implement and monitor marketing activities	1710

BSBMKG521 Plan and implement sponsorship and event marketing	1712

Assessment Requirements for BSBMKG521 Plan and implement sponsorship and event marketing	1716

BSBMKG610 Develop, implement and monitor a marketing campaign	1718

Assessment Requirements for BSBMKG610 Develop, implement and monitor a marketing campaign	1722

BSBOPS502 Manage business operational plans	1724

Assessment Requirements for BSBOPS502 Manage business operational plans	1727

BSBPEF201 Support personal wellbeing in the workplace	1729

Assessment Requirements for BSBPEF201 Support personal wellbeing in the workplace	1731

BSBPEF401 Manage personal health and wellbeing	1733

Assessment Requirements for BSBPEF401 Manage personal health and wellbeing	1736

BSBPEF502 Develop and use emotional intelligence	1738

Assessment Requirements for BSBPEF502 Develop and use emotional intelligence	1741

BSBPMG522 Undertake project work	1743

Assessment Requirements for BSBPMG522 Undertake project work	1747

BSBPMG601 Direct the integration of projects	1749

Assessment Requirements for BSBPMG601 Direct the integration of projects	1753

BSBPMG602 Direct the scope of a project program	1755

Assessment Requirements for BSBPMG602 Direct the scope of a project program	1758

BSBREL402 Build client relationships and business networks	1760

Assessment Requirements for BSBREL402 Build client relationships and business networks	1764

BSBRES401 Analyse and present research information	1766

Assessment Requirements for BSBRES401 Analyse and present research information	1770

BSBRES801 Initiate and lead applied research	1772

Assessment Requirements for BSBRES801 Initiate and lead applied research	1776

BSBRKG403 Set up a business or records system for a small business	1778

Assessment Requirements for BSBRKG403 Set up a business or records system for a small business	1782

BSBRSK401 Identify risk and apply risk management processes	1784

Assessment Requirements for BSBRSK401 Identify risk and apply risk management processes	1787

BSBRSK501 Manage risk	1789

Assessment Requirements for BSBRSK501 Manage risk	1793

BSBSMB403 Market the small business	1795

Assessment Requirements for BSBSMB403 Market the small business	1799

BSBSMB404 Undertake small business planning	1801

Assessment Requirements for BSBSMB404 Undertake small business planning	1805

BSBSMB405 Monitor and manage small business operations	1807

Assessment Requirements for BSBSMB405 Monitor and manage small business operations	1811

BSBSMB406 Manage small business finances	1813

Assessment Requirements for BSBSMB406 Manage small business finances	1816

BSBSTR301 Contribute to continuous improvement	1818

Assessment Requirements for BSBSTR301 Contribute to continuous improvement	1821

BSBSTR401 Promote innovation in team environments	1823

Assessment Requirements for BSBSTR401 Promote innovation in team environments	1826

BSBSTR402 Implement continuous improvement	1828

Assessment Requirements for BSBSTR402 Implement continuous improvement	1831

BSBSTR501 Establish innovative work environments	1833

Assessment Requirements for BSBSTR501 Establish innovative work environments	1836

BSBSUS301 Implement and monitor environmentally sustainable work practices	1838

Assessment Requirements for BSBSUS301 Implement and monitor environmentally sustainable work practices	1842

BSBSUS411 Implement and monitor environmentally sustainable work practices	1844

Assessment Requirements for BSBSUS411 Implement and monitor environmentally sustainable work practices	1847

BSBSUS501 Develop workplace policy and procedures for sustainability	1849

Assessment Requirements for BSBSUS501 Develop workplace policy and procedures for sustainability	1853

BSBSUS511 Develop workplace policies and procedures for sustainability	1855

Assessment Requirements for BSBSUS511 Develop workplace policies and procedures for sustainability	1858

BSBTWK502 Manage team effectiveness	1860

Assessment Requirements for BSBTWK502 Manage team effectiveness	1863

BSBWHS402 Assist with compliance with WHS laws	1865

Assessment Requirements for BSBWHS402 Assist with compliance with WHS laws	1869

BSBWHS405 Contribute to implementing and maintaining WHS management systems	1871

Assessment Requirements for BSBWHS405 Contribute to implementing and maintaining WHS management systems	1875

BSBWHS603 Implement WHS risk management	1877

Assessment Requirements for BSBWHS603 Implement WHS risk management	1881

BSBWOR201 Manage personal stress in the workplace	1884

Assessment Requirements for BSBWOR201 Manage personal stress in the workplace	1888

BSBWOR202 Organise and complete daily work activities	1890

Assessment Requirements for BSBWOR202 Organise and complete daily work activities	1893

BSBWOR204 Use business technology	1895

Assessment Requirements for BSBWOR204 Use business technology	1898

BSBWOR301 Organise personal work priorities and development	1900

Assessment Requirements for BSBWOR301 Organise personal work priorities and development	1903

BSBWOR302 Work effectively as an off-site worker	1905

Assessment Requirements for BSBWOR302 Work effectively as an off-site worker	1909

BSBWOR404 Develop work priorities	1911

Assessment Requirements for BSBWOR404 Develop work priorities	1915

BSBWRT401 Write complex documents	1917

Assessment Requirements for BSBWRT401 Write complex documents	1920

CHCADV001 Facilitate the interests and rights of clients	1922

Assessment Requirements for CHCADV001 Facilitate the interests and rights of clients	1925

CHCADV002 Provide advocacy and representation services	1927

Assessment Requirements for CHCADV002 Provide advocacy and representation services	1930

CHCADV003 Represent clients in court	1932

Assessment Requirements for CHCADV003 Represent clients in court	1935

CHCADV004 Represent organisation in court or tribunal	1937

Assessment Requirements for CHCADV004 Represent organisation in court or tribunal	1940

CHCADV005 Provide systems advocacy services	1942

Assessment Requirements for CHCADV005 Provide systems advocacy services	1946

CHCAGE003 Coordinate services for older people	1949

Assessment Requirements for CHCAGE003 Coordinate services for older people	1952

CHCAGE004 Implement interventions with older people at risk	1954

Assessment Requirements for CHCAGE004 Implement interventions with older people at risk	1957

CHCAGE005 Provide support to people living with dementia	1959

Assessment Requirements for CHCAGE005 Provide support to people living with dementia	1962

CHCAOD001 Work in an alcohol and other drugs context	1965

Assessment Requirements for CHCAOD001 Work in an alcohol and other drugs context	1968

CHCAOD002 Work with clients who are intoxicated	1971

Assessment Requirements for CHCAOD002 Work with clients who are intoxicated	1974

CHCAOD003 Provide needle and syringe services	1977

Assessment Requirements for CHCAOD003 Provide needle and syringe services	1980

CHCAOD004 Assess needs of clients with alcohol and other drugs issues	1983

Assessment Requirements for CHCAOD004 Assess needs of clients with alcohol and other drugs issues	1986

CHCAOD005 Provide alcohol and other drugs withdrawal services	1991

Assessment Requirements for CHCAOD005 Provide alcohol and other drugs withdrawal services	1994

CHCAOD006 Provide interventions for people with alcohol and other drugs issues	1996

Assessment Requirements for CHCAOD006 Provide interventions for people with alcohol and other drugs issues	1999

CHCAOD007 Develop strategies for alcohol and other drugs relapse prevention and management	2002

Assessment Requirements for CHCAOD007 Develop strategies for alcohol and other drugs relapse prevention and management	2005

CHCAOD008 Provide advanced interventions to meet the needs of clients with alcohol and other drugs issues	2008

Assessment Requirements for CHCAOD008 Provide advanced interventions to meet the needs of clients with alcohol and other drugs issues	2011

CHCAOD009 Develop and review individual alcohol and other drugs treatment plans	2014

Assessment Requirements for CHCAOD009 Develop and review individual alcohol and other drugs treatment plans	2017

CHCCCS001 Address the needs of people with chronic disease	2020

Assessment Requirements for CHCCCS001 Address the needs of people with chronic disease	2023

CHCCCS002 Assist with movement	2025

Assessment Requirements for CHCCCS002 Assist with movement	2028

CHCCCS003 Increase the safety of individuals at risk of suicide	2031

Assessment Requirements for CHCCCS003 Increase the safety of individuals at risk of suicide	2034

CHCCCS004 Assess co-existing needs	2036

Assessment Requirements for CHCCCS004 Assess co-existing needs	2039

CHCCCS005 Conduct individual assessments	2042

Assessment Requirements for CHCCCS005 Conduct individual assessments	2045

CHCCCS006 Facilitate individual service planning and delivery	2047

Assessment Requirements for CHCCCS006 Facilitate individual service planning and delivery	2051

CHCCCS007 Develop and implement service programs	2054

Assessment Requirements for CHCCCS007 Develop and implement service programs	2057

CHCCCS008 Develop strategies to address unmet needs	2059

Assessment Requirements for CHCCCS008 Develop strategies to address unmet needs	2062

CHCCCS009 Facilitate responsible behaviour	2064

Assessment Requirements for CHCCCS009 Facilitate responsible behaviour	2067

CHCCCS010 Maintain a high standard of service	2069

Assessment Requirements for CHCCCS010 Maintain a high standard of service	2072

CHCCCS011 Meet personal support needs	2074

Assessment Requirements for CHCCCS011 Meet personal support needs	2077

CHCCCS014 Provide brief interventions	2080

Assessment Requirements for CHCCCS014 Provide brief interventions	2083

CHCCCS015 Provide individualised support	2086

Assessment Requirements for CHCCCS015 Provide individualised support	2090

CHCCCS016 Respond to client needs	2092

Assessment Requirements for CHCCCS016 Respond to client needs	2095

CHCCCS017 Provide loss and grief support	2097

Assessment Requirements for CHCCCS017 Provide loss and grief support	2100

CHCCCS018 Provide suicide bereavement support	2102

Assessment Requirements for CHCCCS018 Provide suicide bereavement support	2104

CHCCCS019 Recognise and respond to crisis situations	2106

Assessment Requirements for CHCCCS019 Recognise and respond to crisis situations	2109

CHCCCS020 Respond effectively to behaviours of concern	2111

Assessment Requirements for CHCCCS020 Respond effectively to behaviours of concern	2114

CHCCCS021 Respond to suspected abuse	2116

Assessment Requirements for CHCCCS021 Respond to suspected abuse	2119

CHCCCS023 Support independence and wellbeing	2122

Assessment Requirements for CHCCCS023 Support independence and wellbeing	2126

CHCCCS024 Support individuals with autism spectrum disorder	2129

Assessment Requirements for CHCCCS024 Support individuals with autism spectrum disorder	2132

CHCCCS025 Support relationships with carers and families	2134

Assessment Requirements for CHCCCS025 Support relationships with carers and families	2137

CHCCCS026 Transport individuals	2139

Assessment Requirements for CHCCCS026 Transport individuals	2142

CHCCCS027 Visit client residence	2144

Assessment Requirements for CHCCCS027 Visit client residence	2147

CHCCCS028 Provide client-centred support to people in crisis	2149

Assessment Requirements for CHCCCS028 Provide client-centred support to people in crisis	2152

CHCCCS029 Work with involuntary and mandated clients	2155

Assessment Requirements for CHCCCS029 Work with involuntary and mandated clients	2158

CHCCCS030 Determine and respond to carer needs	2161

Assessment Requirements for CHCCCS030 Determine and respond to carer needs	2164

CHCCDE001 Support participative planning processes	2168

Assessment Requirements for CHCCDE001 Support participative planning processes	2170

CHCCDE002 Develop and implement community programs	2172

Assessment Requirements for CHCCDE002 Develop and implement community programs	2175

CHCCDE003 Work within a community development framework	2177

Assessment Requirements for CHCCDE003 Work within a community development framework	2180

CHCCDE004 Implement participation and engagement strategies	2182

Assessment Requirements for CHCCDE004 Implement participation and engagement strategies	2185

CHCCDE005 Develop and support relevant community resources	2187

Assessment Requirements for CHCCDE005 Develop and support relevant community resources	2190

CHCCDE006 Work to empower Aboriginal and/or Torres Strait Islander communities	2192

Assessment Requirements for CHCCDE006 Work to empower Aboriginal and/or Torres Strait Islander communities	2196

CHCCDE007 Develop and provide community projects	2199

Assessment Requirements for CHCCDE007 Develop and provide community projects	2202

CHCCDE008 Support community action	2204

Assessment Requirements for CHCCDE008 Support community action	2207

CHCCDE012 Work within organisation and government structures to enable community development outcomes	2209

Assessment Requirements for CHCCDE012 Work within organisation and government structures to enable community development outcomes	2212

CHCCDE013 Establish and develop community organisations or social enterprises	2214

Assessment Requirements for CHCCDE013 Establish and develop community organisations or social enterprises	2217

CHCCEL001 Develop sustainable celebrancy practice	2219

Assessment Requirements for CHCCEL001 Develop sustainable celebrancy practice	2222

CHCCEL002 Establish client celebrancy needs	2225

Assessment Requirements for CHCCEL002 Establish client celebrancy needs	2228

CHCCEL003 Research, design and organise ceremonies	2232

Assessment Requirements for CHCCEL003 Research, design and organise ceremonies	2235

CHCCEL004 Prepare for, present and evaluate ceremonies	2239

Assessment Requirements for CHCCEL004 Prepare for, present and evaluate ceremonies	2242

CHCCEL005 Establish and maintain marriage celebrancy practice	2246

Assessment Requirements for CHCCEL005 Establish and maintain marriage celebrancy practice	2249

CHCCEL006 Interview clients and plan marriage ceremonies	2252

Assessment Requirements for CHCCEL006 Interview clients and plan marriage ceremonies	2255

CHCCEL007 Prepare for, present and evaluate marriage ceremonies	2260

Assessment Requirements for CHCCEL007 Prepare for, present and evaluate marriage ceremonies	2264

CHCCEL008 Plan, present and evaluate funeral and memorial ceremonies	2267

Assessment Requirements for CHCCEL008 Plan, present and evaluate funeral and memorial ceremonies	2270

CHCCOM001 Provide first point of contact	2273

Assessment Requirements for CHCCOM001 Provide first point of contact	2276

CHCCOM002 Use communication to build relationships	2278

Assessment Requirements for CHCCOM002 Use communication to build relationships	2281

CHCCOM003 Develop workplace communication strategies	2284

Assessment Requirements for CHCCOM003 Develop workplace communication strategies	2287

CHCCOM004 Present information to stakeholder groups	2289

Assessment Requirements for CHCCOM004 Present information to stakeholder groups	2292

CHCCOM005 Communicate and work in health or community services	2294

Assessment Requirements for CHCCOM005 Communicate and work in health or community services	2298

CHCCOM006 Establish and manage client relationships	2301

Assessment Requirements for CHCCOM006 Establish and manage client relationships	2304

CHCCSL001 Establish and confirm the counselling relationship	2307

Assessment Requirements for CHCCSL001 Establish and confirm the counselling relationship	2310

CHCCSL002 Apply specialist interpersonal and counselling interview skills	2313

Assessment Requirements for CHCCSL002 Apply specialist interpersonal and counselling interview skills	2316

CHCCSL003 Facilitate the counselling relationship and process	2320

Assessment Requirements for CHCCSL003 Facilitate the counselling relationship and process	2324

CHCCSL004 Research and apply personality and development theories	2327

Assessment Requirements for CHCCSL004 Research and apply personality and development theories	2329

CHCCSL005 Apply learning theories in counselling	2332

Assessment Requirements for CHCCSL005 Apply learning theories in counselling	2334

CHCCSL006 Select and use counselling therapies	2336

Assessment Requirements for CHCCSL006 Select and use counselling therapies	2339

CHCCSL007 Support counselling clients in decision-making processes	2342

Assessment Requirements for CHCCSL007 Support counselling clients in decision-making processes	2345

CHCCSM001 Facilitate goal directed planning	2347

Assessment Requirements for CHCCSM001 Facilitate goal directed planning	2351

CHCCSM002 Implement case management practice	2353

Assessment Requirements for CHCCSM002 Implement case management practice	2358

CHCCSM003 Work with carers and/or families in complex situations	2361

Assessment Requirements for CHCCSM003 Work with carers and/or families in complex situations	2365

CHCCSM004 Coordinate complex case requirements	2367

Assessment Requirements for CHCCSM004 Coordinate complex case requirements	2370

CHCCSM005 Develop, facilitate and review all aspects of case management	2372

Assessment Requirements for CHCCSM005 Develop, facilitate and review all aspects of case management	2375

CHCCSM006 Provide case management supervision	2377

Assessment Requirements for CHCCSM006 Provide case management supervision	2380

CHCCSM007 Undertake case management in a child protection framework	2382

Assessment Requirements for CHCCSM007 Undertake case management in a child protection framework	2388

CHCCSM008 Undertake advanced client assessment	2391

Assessment Requirements for CHCCSM008 Undertake advanced client assessment	2396

CHCDEV001 Confirm client developmental status	2399

Assessment Requirements for CHCDEV001 Confirm client developmental status	2402

CHCDEV002 Analyse impacts of sociological factors on clients in community work and services	2405

Assessment Requirements for CHCDEV002 Analyse impacts of sociological factors on clients in community work and services	2408

CHCDEV003 Analyse client information for service planning and delivery	2410

Assessment Requirements for CHCDEV003 Analyse client information for service planning and delivery	2413

CHCDFV001 Recognise and respond appropriately to domestic and family violence	2415

Assessment Requirements for CHCDFV001 Recognise and respond appropriately to domestic and family violence	2418

CHCDFV002 Provide support to children affected by domestic and family violence	2421

Assessment Requirements for CHCDFV002 Provide support to children affected by domestic and family violence	2424

CHCDFV004 Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities	2427

Assessment Requirements for CHCDFV004 Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities	2430

CHCDFV005 Provide domestic and family violence support in non-English speaking background communities	2433

Assessment Requirements for CHCDFV005 Provide domestic and family violence support in non-English speaking background communities	2436

CHCDFV006 Counsel clients affected by domestic and family violence	2439

Assessment Requirements for CHCDFV006 Counsel clients affected by domestic and family violence	2443

CHCDFV007 Work with users of violence to effect change	2446

Assessment Requirements for CHCDFV007 Work with users of violence to effect change	2449

CHCDFV008 Manage responses to domestic and family violence in family work	2452

Assessment Requirements for CHCDFV008 Manage responses to domestic and family violence in family work	2455

CHCDFV009 Establish change promoting relationship with users of domestic and family violence	2458

Assessment Requirements for CHCDFV009 Establish change promoting relationship with users of domestic and family violence	2461

CHCDFV010 Promote accountability and assist users of domestic and family violence to accept responsibility	2464

Assessment Requirements for CHCDFV010 Promote accountability and assist users of domestic and family violence to accept responsibility	2468

CHCDFV011 Establish and maintain the safety of people who have experienced domestic and family violence	2472

Assessment Requirements for CHCDFV011 Establish and maintain the safety of people who have experienced domestic and family violence	2476

CHCDFV012 Make safety plans with people who have been subjected to domestic and family violence	2479

Assessment Requirements for CHCDFV012 Make safety plans with people who have been subjected to domestic and family violence	2482

CHCDFV013 Manage domestic and family violence screening and risk assessment processes	2485

Assessment Requirements for CHCDFV013 Manage domestic and family violence screening and risk assessment processes	2488

CHCDIS002 Follow established person-centred behaviour supports	2491

Assessment Requirements for CHCDIS002 Follow established person-centred behaviour supports	2494

CHCDIS003 Support community participation and social inclusion	2497

Assessment Requirements for CHCDIS003 Support community participation and social inclusion	2500

CHCDIS004 Communicate using augmentative and alternative communication strategies	2502

Assessment Requirements for CHCDIS004 Communicate using augmentative and alternative communication strategies	2506

CHCDIS005 Develop and provide person-centred service responses	2508

Assessment Requirements for CHCDIS005 Develop and provide person-centred service responses	2511

CHCDIS006 Develop and promote positive person-centred behaviour supports	2513

Assessment Requirements for CHCDIS006 Develop and promote positive person-centred behaviour supports	2517

CHCDIS007 Facilitate the empowerment of people with disability	2519

Assessment Requirements for CHCDIS007 Facilitate the empowerment of people with disability	2522

CHCDIS008 Facilitate community participation and social inclusion	2525

Assessment Requirements for CHCDIS008 Facilitate community participation and social inclusion	2529

CHCDIS009 Facilitate ongoing skills development using a person-centred approach	2531

Assessment Requirements for CHCDIS009 Facilitate ongoing skills development using a person-centred approach	2534

CHCDIS010 Provide person-centred services to people with disability with complex needs	2536

Assessment Requirements for CHCDIS010 Provide person-centred services to people with disability with complex needs	2539

CHCDIV001 Work with diverse people	2541

Assessment Requirements for CHCDIV001 Work with diverse people	2544

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety	2547

Assessment Requirements for CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety	2550

CHCDIV003 Manage and promote diversity	2552

Assessment Requirements for CHCDIV003 Manage and promote diversity	2555

CHCDSP001 Facilitate dispute resolution in the family law context	2558

Assessment Requirements for CHCDSP001 Facilitate dispute resolution in the family law context	2562

CHCDSP002 Adhere to ethical standards in family dispute resolution	2567

Assessment Requirements for CHCDSP002 Adhere to ethical standards in family dispute resolution	2570

CHCDSP003 Support the safety of vulnerable parties in family dispute resolution	2573

Assessment Requirements for CHCDSP003 Support the safety of vulnerable parties in family dispute resolution	2576

CHCECD001 Analyse and apply information that supports employment and career development	2580

Assessment Requirements for CHCECD001 Analyse and apply information that supports employment and career development	2583

CHCECD002 Deliver and monitor contracted employment services	2586

Assessment Requirements for CHCECD002 Deliver and monitor contracted employment services	2588

CHCECD003 Promote job seekers to employers	2591

Assessment Requirements for CHCECD003 Promote job seekers to employers	2594

CHCECD005 Deliver employment services to employers	2597

Assessment Requirements for CHCECD005 Deliver employment services to employers	2600

CHCECD006 Develop and monitor employment plans	2603

Assessment Requirements for CHCECD006 Develop and monitor employment plans	2606

CHCECD007 Maximise participation in work by people with disability	2609

Assessment Requirements for CHCECD007 Maximise participation in work by people with disability	2612

CHCECD008 Deliver services consistent with a career development framework	2616

Assessment Requirements for CHCECD008 Deliver services consistent with a career development framework	2619

CHCECD009 Conduct career guidance interviews	2622

Assessment Requirements for CHCECD009 Conduct career guidance interviews	2625

CHCECD010 Provide support to people in career transition	2628

Assessment Requirements for CHCECD010 Provide support to people in career transition	2631

CHCECD011 Manage quality in career development practice	2634

Assessment Requirements for CHCECD011 Manage quality in career development practice	2637

CHCECE001 Develop cultural competence	2640

Assessment Requirements for CHCECE001 Develop cultural competence	2644

CHCECE002 Ensure the health and safety of children	2647

Assessment Requirements for CHCECE002 Ensure the health and safety of children	2651

CHCECE004 Promote and provide healthy food and drinks	2654

Assessment Requirements for CHCECE004 Promote and provide healthy food and drinks	2658

CHCECE006 Support behaviour of children and young people	2661

Assessment Requirements for CHCECE006 Support behaviour of children and young people	2664

CHCECE009 Use an approved learning framework to guide practice	2666

Assessment Requirements for CHCECE009 Use an approved learning framework to guide practice	2669

CHCECE010 Support the holistic development of children in early childhood	2671

Assessment Requirements for CHCECE010 Support the holistic development of children in early childhood	2676

CHCECE011 Provide experiences to support children's play and learning	2679

Assessment Requirements for CHCECE011 Provide experiences to support children's play and learning	2682

CHCECE012 Support children to connect with their world	2685

Assessment Requirements for CHCECE012 Support children to connect with their world	2688

CHCECE015 Attend to daily functions in home based child care	2691

Assessment Requirements for CHCECE015 Attend to daily functions in home based child care	2694

CHCECE021 Implement strategies for the inclusion of all children	2697

Assessment Requirements for CHCECE021 Implement strategies for the inclusion of all children	2701

CHCECE022 Promote children's agency	2704

Assessment Requirements for CHCECE022 Promote children's agency	2707

CHCECE025 Embed sustainable practices in service operations	2709

Assessment Requirements for CHCECE025 Embed sustainable practices in service operations	2712

CHCECE027 Promote equity in access to the service	2715

Assessment Requirements for CHCECE027 Promote equity in access to the service	2718

CHCECE028 Collaborate with families to plan service and supports	2720

Assessment Requirements for CHCECE028 Collaborate with families to plan service and supports	2723

CHCECE029 Respond to problems and complaints about the service	2725

Assessment Requirements for CHCECE029 Respond to problems and complaints about the service	2728

CHCEDS001 Comply with legislative, policy and industrial requirements in the education environment	2730

Assessment Requirements for CHCEDS001 Comply with legislative, policy and industrial requirements in the education environment	2733

CHCEDS002 Assist in implementation of planned educational programs	2735

Assessment Requirements for CHCEDS002 Assist in implementation of planned educational programs	2738

CHCEDS012 Set up and sustain individual and small group learning areas	2740

Assessment Requirements for CHCEDS012 Set up and sustain individual and small group learning areas	2743

CHCEDS014 Support students with English as a second language	2745

Assessment Requirements for CHCEDS014 Support students with English as a second language	2748

CHCEDS016 Support learning for students with disabilities in a classroom environment	2750

Assessment Requirements for CHCEDS016 Support learning for students with disabilities in a classroom environment	2753

CHCEDS018 Support students with additional needs in the classroom environment	2756

Assessment Requirements for CHCEDS018 Support students with additional needs in the classroom environment	2759

CHCEDU001 Provide community focused health promotion and prevention strategies	2761

Assessment Requirements for CHCEDU001 Provide community focused health promotion and prevention strategies	2764

CHCEDU002 Plan health promotion and community intervention	2766

Assessment Requirements for CHCEDU002 Plan health promotion and community intervention	2769

CHCEDU003 Provide sexual and reproductive health information to clients	2771

Assessment Requirements for CHCEDU003 Provide sexual and reproductive health information to clients	2774

CHCEDU004 Develop, implement and review sexual and reproductive health education programs	2776

Assessment Requirements for CHCEDU004 Develop, implement and review sexual and reproductive health education programs	2779

CHCEDU005 Work with clients to identify financial literacy education needs	2781

Assessment Requirements for CHCEDU005 Work with clients to identify financial literacy education needs	2784

CHCEDU006 Improve clients' fundamental financial literacy skills	2786

Assessment Requirements for CHCEDU006 Improve clients' fundamental financial literacy skills	2789

CHCEDU007 Provide group education on consumer credit and debt	2791

Assessment Requirements for CHCEDU007 Provide group education on consumer credit and debt	2794

CHCEDU008 Share health information	2796

Assessment Requirements for CHCEDU008 Share health information	2799

CHCEDU009 Provide parenting, health and well-being education	2801

Assessment Requirements for CHCEDU009 Provide parenting, health and well-being education	2804

CHCEDU010 Prepare and evaluate relationship education programs	2806

Assessment Requirements for CHCEDU010 Prepare and evaluate relationship education programs	2809

CHCEDU011 Work with parents or carers of very young children	2812

Assessment Requirements for CHCEDU011 Work with parents or carers of very young children	2815

CHCEDU012 Facilitate couple processes in group work	2818

Assessment Requirements for CHCEDU012 Facilitate couple processes in group work	2821

CHCEDU013 Facilitate adult learning and development	2825

Assessment Requirements for CHCEDU013 Facilitate adult learning and development	2828

CHCFAM001 Operate in a family law environment	2832

Assessment Requirements for CHCFAM001 Operate in a family law environment	2835

CHCFAM002 Work with a child-focused approach	2839

Assessment Requirements for CHCFAM002 Work with a child-focused approach	2842

CHCFAM003 Support people to improve relationships	2845

Assessment Requirements for CHCFAM003 Support people to improve relationships	2848

CHCFAM004 Facilitate changeovers	2852

Assessment Requirements for CHCFAM004 Facilitate changeovers	2855

CHCFAM005 Facilitate and monitor contact	2859

Assessment Requirements for CHCFAM005 Facilitate and monitor contact	2862

CHCFAM006 Assist families to self-manage contact	2865

Assessment Requirements for CHCFAM006 Assist families to self-manage contact	2868

CHCFAM007 Assist clients to develop parenting arrangements	2871

Assessment Requirements for CHCFAM007 Assist clients to develop parenting arrangements	2874

CHCFAM008 Work within a child inclusive framework	2878

Assessment Requirements for CHCFAM008 Work within a child inclusive framework	2881

CHCFAM009 Facilitate family intervention strategies	2885

Assessment Requirements for CHCFAM009 Facilitate family intervention strategies	2888

CHCFAM010 Provide intervention support to families	2891

Assessment Requirements for CHCFAM010 Provide intervention support to families	2894

CHCFCS001 Facilitate the family counselling process	2897

Assessment Requirements for CHCFCS001 Facilitate the family counselling process	2900

CHCFCS002 Provide relationship counselling	2903

Assessment Requirements for CHCFCS002 Provide relationship counselling	2907

CHCFCS003 Provide counselling to children and young people	2911

Assessment Requirements for CHCFCS003 Provide counselling to children and young people	2915

CHCFCS004 Provide grief and loss counselling	2918

Assessment Requirements for CHCFCS004 Provide grief and loss counselling	2921

CHCGMB001 Assess the needs of clients with problem gambling issues	2924

Assessment Requirements for CHCGMB001 Assess the needs of clients with problem gambling issues	2927

CHCGMB002 Provide counselling for clients with problem gambling issues	2931

Assessment Requirements for CHCGMB002 Provide counselling for clients with problem gambling issues	2934

CHCGRP001 Support group activities	2937

Assessment Requirements for CHCGRP001 Support group activities	2940

CHCGRP002 Plan and conduct group activities	2943

Assessment Requirements for CHCGRP002 Plan and conduct group activities	2946

CHCGRP003 Plan, facilitate and review psycho-educational groups	2949

Assessment Requirements for CHCGRP003 Plan, facilitate and review psycho-educational groups	2953

CHCGRP004 Deliver structured programs	2957

Assessment Requirements for CHCGRP004 Deliver structured programs	2960

CHCGRP005 Plan and provide group counselling	2963

Assessment Requirements for CHCGRP005 Plan and provide group counselling	2966

CHCHCS002 Coordinate and monitor home based support	2970

Assessment Requirements for CHCHCS002 Coordinate and monitor home based support	2973

CHCINM001 Meet statutory and organisation information requirements	2975

Assessment Requirements for CHCINM001 Meet statutory and organisation information requirements	2978

CHCINM002 Meet community information needs	2980

Assessment Requirements for CHCINM002 Meet community information needs	2982

CHCLAH001 Work effectively in the leisure and health industries	2984

Assessment Requirements for CHCLAH001 Work effectively in the leisure and health industries	2987

CHCLAH002 Contribute to leisure and health programming	2990

Assessment Requirements for CHCLAH002 Contribute to leisure and health programming	2995

CHCLAH003 Participate in the planning, implementation and monitoring of individual leisure and health programs	2997

Assessment Requirements for CHCLAH003 Participate in the planning, implementation and monitoring of individual leisure and health programs	3001

CHCLAH004 Participate in planning leisure and health programs for clients with complex needs	3003

Assessment Requirements for CHCLAH004 Participate in planning leisure and health programs for clients with complex needs	3006

CHCLAH005 Incorporate lifespan development and sociological concepts into leisure and health programming	3008

Assessment Requirements for CHCLAH005 Incorporate lifespan development and sociological concepts into leisure and health programming	3011

CHCLAH006 Coordinate planning, implementation and monitoring of leisure and health programs	3014

Assessment Requirements for CHCLAH006 Coordinate planning, implementation and monitoring of leisure and health programs	3018

CHCLAH008 Provide leisure education	3020

Assessment Requirements for CHCLAH008 Provide leisure education	3023

CHCLAH009 Apply concepts of human psychology to facilitate involvement in leisure programs	3026

Assessment Requirements for CHCLAH009 Apply concepts of human psychology to facilitate involvement in leisure programs	3029

CHCLEG001 Work legally and ethically	3031

Assessment Requirements for CHCLEG001 Work legally and ethically	3034

CHCLEG002 Interpret and use legal information	3037

Assessment Requirements for CHCLEG002 Interpret and use legal information	3040

CHCLEG003 Manage legal and ethical compliance	3042

Assessment Requirements for CHCLEG003 Manage legal and ethical compliance	3045

CHCLLN001 Respond to client language, literacy and numeracy needs	3048

Assessment Requirements for CHCLLN001 Respond to client language, literacy and numeracy needs	3051

CHCLLN002 Support adult language and literacy learning	3053

Assessment Requirements for CHCLLN002 Support adult language and literacy learning	3057

CHCLLN003 Support adult numeracy learning	3059

Assessment Requirements for CHCLLN003 Support adult numeracy learning	3063

CHCMGT001 Develop, implement and review quality framework	3065

Assessment Requirements for CHCMGT001 Develop, implement and review quality framework	3068

CHCMGT002 Manage partnership agreements with service providers	3070

Assessment Requirements for CHCMGT002 Manage partnership agreements with service providers	3073

CHCMGT003 Lead the work team	3075

Assessment Requirements for CHCMGT003 Lead the work team	3079

CHCMGT004 Secure and manage funding	3081

Assessment Requirements for CHCMGT004 Secure and manage funding	3084

CHCMGT005 Facilitate workplace debriefing and support processes	3086

Assessment Requirements for CHCMGT005 Facilitate workplace debriefing and support processes	3089

CHCMGT006 Coordinate client directed services	3091

Assessment Requirements for CHCMGT006 Coordinate client directed services	3094

CHCMGT007 Work effectively with the Board of an organisation	3096

Assessment Requirements for CHCMGT007 Work effectively with the Board of an organisation	3100

CHCMHS001 Work with people with mental health issues	3103

Assessment Requirements for CHCMHS001 Work with people with mental health issues	3106

CHCMHS002 Establish self-directed recovery relationships	3109

Assessment Requirements for CHCMHS002 Establish self-directed recovery relationships	3113

CHCMHS003 Provide recovery oriented mental health services	3116

Assessment Requirements for CHCMHS003 Provide recovery oriented mental health services	3121

CHCMHS004 Work collaboratively with the care network and other services	3124

Assessment Requirements for CHCMHS004 Work collaboratively with the care network and other services	3127

CHCMHS005 Provide services to people with co-existing mental health and alcohol and other drugs issues	3130

Assessment Requirements for CHCMHS005 Provide services to people with co-existing mental health and alcohol and other drugs issues	3134

CHCMHS006 Facilitate the recovery process with the person, family and carers	3137

Assessment Requirements for CHCMHS006 Facilitate the recovery process with the person, family and carers	3140

CHCMHS007 Work effectively in trauma informed care	3143

Assessment Requirements for CHCMHS007 Work effectively in trauma informed care	3146

CHCMHS008 Promote and facilitate self advocacy	3149

Assessment Requirements for CHCMHS008 Promote and facilitate self advocacy	3152

CHCMHS009 Provide early intervention, health prevention and promotion programs	3154

Assessment Requirements for CHCMHS009 Provide early intervention, health prevention and promotion programs	3157

CHCMHS010 Implement recovery oriented approaches to complexity	3159

Assessment Requirements for CHCMHS010 Implement recovery oriented approaches to complexity	3163

CHCMHS011 Assess and promote social, emotional and physical wellbeing	3167

Assessment Requirements for CHCMHS011 Assess and promote social, emotional and physical wellbeing	3172

CHCMHS012 Provide support to develop wellness plans and advanced directives	3175

Assessment Requirements for CHCMHS012 Provide support to develop wellness plans and advanced directives	3179

CHCMHS013 Implement trauma informed care	3181

Assessment Requirements for CHCMHS013 Implement trauma informed care	3185

CHCPAL001 Deliver care services using a palliative approach	3188

Assessment Requirements for CHCPAL001 Deliver care services using a palliative approach	3192

CHCPAL002 Plan for and provide care services using a palliative approach	3194

Assessment Requirements for CHCPAL002 Plan for and provide care services using a palliative approach	3199

CHCPAS001 Plan for the provision of pastoral and spiritual care	3201

Assessment Requirements for CHCPAS001 Plan for the provision of pastoral and spiritual care	3204

CHCPAS002 Provide pastoral and spiritual care	3206

Assessment Requirements for CHCPAS002 Provide pastoral and spiritual care	3209

CHCPOL001 Contribute to the review and development of policies	3211

Assessment Requirements for CHCPOL001 Contribute to the review and development of policies	3214

CHCPOL002 Develop and implement policy	3216

Assessment Requirements for CHCPOL002 Develop and implement policy	3219

CHCPOL003 Research and apply evidence to practice	3221

Assessment Requirements for CHCPOL003 Research and apply evidence to practice	3224

CHCPRP001 Develop and maintain networks and collaborative partnerships	3226

Assessment Requirements for CHCPRP001 Develop and maintain networks and collaborative partnerships	3229

CHCPRP002 Collaborate in professional practice	3231

Assessment Requirements for CHCPRP002 Collaborate in professional practice	3234

CHCPRP003 Reflect on and improve own professional practice	3236

Assessment Requirements for CHCPRP003 Reflect on and improve own professional practice	3239

CHCPRP004 Promote and represent the service	3241

Assessment Requirements for CHCPRP004 Promote and represent the service	3245

CHCPRP005 Engage with health professionals and the health system	3247

Assessment Requirements for CHCPRP005 Engage with health professionals and the health system	3250

CHCPRP006 Lead own professional development	3252

Assessment Requirements for CHCPRP006 Lead own professional development	3255

CHCPRP007 Work within a clinical supervision framework	3257

Assessment Requirements for CHCPRP007 Work within a clinical supervision framework	3260

CHCPRT001 Identify and respond to children and young people at risk	3263

Assessment Requirements for CHCPRT001 Identify and respond to children and young people at risk	3266

CHCPRT002 Support the rights and safety of children and young people	3269

Assessment Requirements for CHCPRT002 Support the rights and safety of children and young people	3272

CHCPRT003 Work collaboratively to maintain an environment safe for children and young people	3274

Assessment Requirements for CHCPRT003 Work collaboratively to maintain an environment safe for children and young people	3277

CHCPRT004 Work effectively in child protection to support children, young people and families	3280

Assessment Requirements for CHCPRT004 Work effectively in child protection to support children, young people and families	3283

CHCPRT007 Provide supervision in the community	3286

Assessment Requirements for CHCPRT007 Provide supervision in the community	3289

CHCPRT020 Manage complex child protection risk assessments and case strategies	3291

Assessment Requirements for CHCPRT020 Manage complex child protection risk assessments and case strategies	3295

CHCPRT021 Manage and monitor child protection orders	3299

Assessment Requirements for CHCPRT021 Manage and monitor child protection orders	3302

CHCPRT022 Develop, implement and monitor safety strategies in child protection work	3305

Assessment Requirements for CHCPRT022 Develop, implement and monitor safety strategies in child protection work	3308

CHCPRT023 Plan, implement and monitor provision of out of home care	3311

Assessment Requirements for CHCPRT023 Plan, implement and monitor provision of out of home care	3314

CHCPWK001 Apply peer work practices in the mental health sector	3317

Assessment Requirements for CHCPWK001 Apply peer work practices in the mental health sector	3320

CHCPWK002 Contribute to the continuous improvement of mental health services for consumers and carers	3322

Assessment Requirements for CHCPWK002 Contribute to the continuous improvement of mental health services for consumers and carers	3325

CHCPWK003 Apply lived experience in mental health peer work	3327

Assessment Requirements for CHCPWK003 Apply lived experience in mental health peer work	3330

CHCPWK004 Work effectively in consumer mental health peer work	3332

Assessment Requirements for CHCPWK004 Work effectively in consumer mental health peer work	3336

CHCPWK005 Work effectively with carers as a mental health peer worker	3338

Assessment Requirements for CHCPWK005 Work effectively with carers as a mental health peer worker	3341

CHCPWK006 Promote and conduct mental health peer work	3344

Assessment Requirements for CHCPWK006 Promote and conduct mental health peer work	3349

CHCSAC001 Support children to participate in school age care	3351

Assessment Requirements for CHCSAC001 Support children to participate in school age care	3354

CHCSAC002 Develop and implement play and leisure experiences in school age care	3357

Assessment Requirements for CHCSAC002 Develop and implement play and leisure experiences in school age care	3360

CHCSAC003 Work collaboratively and respectfully with children in school age care	3363

Assessment Requirements for CHCSAC003 Work collaboratively and respectfully with children in school age care	3366

CHCSAC004 Support the holistic development of children in school age care	3369

Assessment Requirements for CHCSAC004 Support the holistic development of children in school age care	3374

CHCSET001 Work with forced migrants	3377

Assessment Requirements for CHCSET001 Work with forced migrants	3380

CHCSET002 Undertake bicultural work with forced migrants in Australia	3382

Assessment Requirements for CHCSET002 Undertake bicultural work with forced migrants in Australia	3385

CHCSOH001 Work with people experiencing or at risk of homelessness	3387

Assessment Requirements for CHCSOH001 Work with people experiencing or at risk of homelessness	3390

CHCSOH002 Manage and maintain tenancy agreements and services	3393

Assessment Requirements for CHCSOH002 Manage and maintain tenancy agreements and services	3398

CHCSOH008 Manage head lease	3400

Assessment Requirements for CHCSOH008 Manage head lease	3403

CHCSOH009 Develop quality systems in line with registration standards	3405

Assessment Requirements for CHCSOH009 Develop quality systems in line with registration standards	3409

CHCSOH010 Work with clients within the social housing system	3411

Assessment Requirements for CHCSOH010 Work with clients within the social housing system	3413

CHCVOL001 Be an effective volunteer	3415

Assessment Requirements for CHCVOL001 Be an effective volunteer	3418

CHCVOL002 Lead volunteer teams	3420

Assessment Requirements for CHCVOL002 Lead volunteer teams	3423

CHCVOL003 Recruit, induct and support volunteers	3425

Assessment Requirements for CHCVOL003 Recruit, induct and support volunteers	3428

CHCVOL004 Manage volunteer workforce development	3430

Assessment Requirements for CHCVOL004 Manage volunteer workforce development	3433

CHCYTH001 Engage respectfully with young people	3435

Assessment Requirements for CHCYTH001 Engage respectfully with young people	3439

CHCYTH002 Work effectively with young people in the youth work context	3442

Assessment Requirements for CHCYTH002 Work effectively with young people in the youth work context	3445

CHCYTH003 Support young people to create opportunities in their lives	3448

Assessment Requirements for CHCYTH003 Support young people to create opportunities in their lives	3452

CHCYTH005 Develop and implement procedures to enable young people to address their needs	3454

Assessment Requirements for CHCYTH005 Develop and implement procedures to enable young people to address their needs	3457

CHCYTH006 Work with young people to establish support networks	3460

Assessment Requirements for CHCYTH006 Work with young people to establish support networks	3464

CHCYTH007 Undertake youth work in specific communities	3467

Assessment Requirements for CHCYTH007 Undertake youth work in specific communities	3470

CHCYTH008 Support young people to take collective action	3472

Assessment Requirements for CHCYTH008 Support young people to take collective action	3476

CHCYTH009 Support youth programs	3478

Assessment Requirements for CHCYTH009 Support youth programs	3482

CHCYTH010 Provide services for young people appropriate to their needs and circumstances	3484

Assessment Requirements for CHCYTH010 Provide services for young people appropriate to their needs and circumstances	3489

CHCYTH011 Work effectively with young people and their families	3491

Assessment Requirements for CHCYTH011 Work effectively with young people and their families	3495

BSBXTW301 Work in a team	3498

Assessment Requirements for BSBXTW301 Work in a team	3501

CPPDSM4028 Identify and analyse risks and opportunities in the property industry	3503

Assessment Requirements for CPPDSM4028 Identify and analyse risks and opportunities in the property industry	3507

CPPREP3105 Assist with property inspection	3509

Assessment Requirements for CPPREP3105 Assist with property inspection	3511

CPPREP4231 Manage commercial property maintenance	3513

Assessment Requirements for CPPREP4231 Manage commercial property maintenance	3516

CSCOFM027 Protect the safety and welfare of young people who have offended	3518

Assessment Requirements for CSCOFM027 Protect the safety and welfare of young people who have offended	3521

CUECOR01C Manage own work and learning	3524

CUFWRT301A Write content for a range of media	3530

CUSFIM501A Secure funding for projects	3541

CUSMPF302A Prepare for performances	3548

CUSMPF402A Develop and maintain stagecraft skills	3554

FNSACC323 Perform financial calculations	3561

Assessment Requirements for FNSACC323 Perform financial calculations	3563

FNSACC604 Monitor corporate governance activities	3565

Assessment Requirements for FNSACC604 Monitor corporate governance activities	3569

FNSCUS411 Participate in negotiations	3571

Assessment Requirements for FNSCUS411 Participate in negotiations	3574

FSKDIG02 Use digital technology for simple workplace tasks	3576

Assessment Requirements for FSKDIG02 Use digital technology for simple workplace tasks	3578

FSKDIG03 Use digital technology for routine workplace tasks	3580

Assessment Requirements for FSKDIG03 Use digital technology for routine workplace tasks	3582

FSKLRG09 Use strategies to respond to routine workplace problems	3584

Assessment Requirements for FSKLRG09 Use strategies to respond to routine workplace problems	3586

FSKLRG11 Use routine strategies for work-related learning	3588

Assessment Requirements for FSKLRG11 Use routine strategies for work-related learning	3590

FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work	3592

Assessment Requirements for FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work	3594

FSKOCM07 Interact effectively with others at work	3596

Assessment Requirements for FSKOCM07 Interact effectively with others at work	3598

FSKRDG10 Read and respond to routine workplace information	3600

Assessment Requirements for FSKRDG10 Read and respond to routine workplace information	3602

FSKWTG06 Write simple workplace information	3604

Assessment Requirements for FSKWTG06 Write simple workplace information	3606

FSKWTG09 Write routine workplace texts	3608

Assessment Requirements for FSKWTG09 Write routine workplace texts	3610

HLTAAP001 Recognise healthy body systems	3612

Assessment Requirements for HLTAAP001 Recognise healthy body systems	3614

HLTAAP002 Confirm physical health status	3616

Assessment Requirements for HLTAAP002 Confirm physical health status	3619

HLTAHA013 Provide support in dysphagia management	3622

Assessment Requirements for HLTAHA013 Provide support in dysphagia management	3626

HLTAHA018 Assist with planning and evaluating meals and menus to meet recommended dietary guidelines	3628

Assessment Requirements for HLTAHA018 Assist with planning and evaluating meals and menus to meet recommended dietary guidelines	3631

HLTAHA019 Assist with the monitoring and modification of meals and menus according to individualised plans	3634

Assessment Requirements for HLTAHA019 Assist with the monitoring and modification of meals and menus according to individualised plans	3637

HLTAHA021 Assist with screening and implementation of therapeutic diets	3639

Assessment Requirements for HLTAHA021 Assist with screening and implementation of therapeutic diets	3642

HLTAHA035 Provide support in dysphagia management	3645

Assessment Requirements for HLTAHA035 Provide support in dysphagia management	3648

HLTAHW006 Facilitate and advocate for the rights and needs of clients and community members	3651

Assessment Requirements for HLTAHW006 Facilitate and advocate for the rights and needs of clients and community members	3655

HLTAHW023 Plan, develop and evaluate health promotion and community development programs	3658

Assessment Requirements for HLTAHW023 Plan, develop and evaluate health promotion and community development programs	3663

HLTAHW031 Provide information/strategies to enhance capacities of Aboriginal/Torres Strait Islander families	3667

Assessment Requirements for HLTAHW031 Provide information/strategies to enhance capacities of Aboriginal/Torres Strait Islander families	3671

HLTAHW044 Advocate on behalf of the community	3675

Assessment Requirements for HLTAHW044 Advocate on behalf of the community	3678

HLTAHW049 Work effectively in social and emotional wellbeing	3681

Assessment Requirements for HLTAHW049 Work effectively in social and emotional wellbeing	3685

HLTAHW050 Develop a healing framework for social and emotional wellbeing work	3688

Assessment Requirements for HLTAHW050 Develop a healing framework for social and emotional wellbeing work	3691

HLTAHW051 Respond to loss, grief and trauma	3694

Assessment Requirements for HLTAHW051 Respond to loss, grief and trauma	3697

HLTAID009 Provide cardiopulmonary resuscitation	3700

Assessment Requirements for HLTAID009 Provide cardiopulmonary resuscitation	3702

HLTAID010 Provide basic emergency life support	3705

Assessment Requirements for HLTAID010 Provide basic emergency life support	3707

HLTAID011 Provide First Aid	3710

Assessment Requirements for HLTAID011 Provide First Aid	3712

HLTAID012 Provide First Aid in an education and care setting	3716

Assessment Requirements for HLTAID012 Provide First Aid in an education and care setting	3719

HLTAID013 Provide First Aid in remote or isolated site	3724

Assessment Requirements for HLTAID013 Provide First Aid in remote or isolated site	3727

HLTAID014 Provide Advanced First Aid	3732

Assessment Requirements for HLTAID014 Provide Advanced First Aid	3735

HLTFSE001 Follow basic food safety practices	3740

Assessment Requirements for HLTFSE001 Follow basic food safety practices	3743

HLTFSE002 Provide ward or unit based food preparation and distribution services	3746

Assessment Requirements for HLTFSE002 Provide ward or unit based food preparation and distribution services	3750

HLTFSE005 Apply and monitor food safety requirements	3753

Assessment Requirements for HLTFSE005 Apply and monitor food safety requirements	3755

HLTFSE007 Oversee the day-to-day implementation of food safety in the workplace	3758

Assessment Requirements for HLTFSE007 Oversee the day-to-day implementation of food safety in the workplace	3760

HLTHPS006 Assist clients with medication	3762

Assessment Requirements for HLTHPS006 Assist clients with medication	3767

HLTHPS007 Administer and monitor medications	3770

Assessment Requirements for HLTHPS007 Administer and monitor medications	3775

HLTHPS010 Interpret and use information about nutrition and diet	3780

Assessment Requirements for HLTHPS010 Interpret and use information about nutrition and diet	3783

HLTINF001 Comply with infection prevention and control policies and procedures	3786

Assessment Requirements for HLTINF001 Comply with infection prevention and control policies and procedures	3789

HLTINF006 Apply basic principles and practices of infection prevention and control	3792

Assessment Requirements for HLTINF006 Apply basic principles and practices of infection prevention and control	3794

HLTOHC001 Recognise and respond to oral health issues	3797

Assessment Requirements for HLTOHC001 Recognise and respond to oral health issues	3800

HLTOHC002 Inform and support patients and groups about oral health	3803

Assessment Requirements for HLTOHC002 Inform and support patients and groups about oral health	3806

HLTOHC003 Apply and manage use of basic oral health products	3809

Assessment Requirements for HLTOHC003 Apply and manage use of basic oral health products	3812

HLTOHC004 Provide or assist with oral hygiene	3817

Assessment Requirements for HLTOHC004 Provide or assist with oral hygiene	3821

HLTOHC005 Use basic oral health screening tools	3826

Assessment Requirements for HLTOHC005 Use basic oral health screening tools	3829

HLTOHC006 Apply fluoride varnish	3831

Assessment Requirements for HLTOHC006 Apply fluoride varnish	3834

HLTOHC007 Recognise and respond to oral health issues	3838

Assessment Requirements for HLTOHC007 Recognise and respond to oral health issues	3841

HLTWHS001 Participate in workplace health and safety	3844

Assessment Requirements for HLTWHS001 Participate in workplace health and safety	3847

HLTWHS002 Follow safe work practices for direct client care	3850

Assessment Requirements for HLTWHS002 Follow safe work practices for direct client care	3854

HLTWHS003 Maintain work health and safety	3857

Assessment Requirements for HLTWHS003 Maintain work health and safety	3860

HLTWHS004 Manage work health and safety	3863

Assessment Requirements for HLTWHS004 Manage work health and safety	3866

HLTWHS006 Manage personal stressors in the work environment	3869

Assessment Requirements for HLTWHS006 Manage personal stressors in the work environment	3871

ICTWEB201 Use social media tools for collaboration and engagement	3873

Assessment Requirements for ICTWEB201 Use social media tools for collaboration and engagement	3876

LGADMIN423A Provide induction and orientation for new employees	3878

PSPETH001 Uphold the values and principles of public service	3883

Assessment Requirements for PSPETH001 Uphold the values and principles of public service	3886

PSPGEN026 Provide input to change processes	3888

Assessment Requirements for PSPGEN026 Provide input to change processes	3891

PSPGEN043 Apply government processes	3893

Assessment Requirements for PSPGEN043 Apply government processes	3896

PSPGEN124 Provide workplace coaching	3898

Assessment Requirements for PSPGEN124 Provide workplace coaching	3901

PSPGOV411A Deal with conflict	3903

PSPGOV414A Provide workplace mentoring	3910

PSPGOV506A Support workplace coaching and mentoring	3919

PSPLEG001 Comply with legislation in the public sector	3929

Assessment Requirements for PSPLEG001 Comply with legislation in the public sector	3932

SIFXIND002 Work effectively in the funeral services industry	3934

Assessment Requirements for SIFXIND002 Work effectively in the funeral services industry	3937

SIRXIND101 Work effectively in a customer service environment	3940

SISCCRO001 Plan and conduct recreation programs for older persons	3947

Assessment Requirements for SISCCRO001 Plan and conduct recreation programs for older persons	3950

SISOABL402A Facilitate adventure-based learning activities	3953

SISXCAI003 Conduct non-instructional sport, fitness or recreation sessions	3960

Assessment Requirements for SISXCAI003 Conduct non-instructional sport, fitness or recreation sessions	3963

SISXCAI007 Assist with activities not requiring equipment	3967

Assessment Requirements for SISXCAI007 Assist with activities not requiring equipment	3970

SISXDIS001 Facilitate inclusion for people with a disability	3973

Assessment Requirements for SISXDIS001 Facilitate inclusion for people with a disability	3976

SISXDIS002 Plan and conduct disability programs	3979

Assessment Requirements for SISXDIS002 Plan and conduct disability programs	3983

SISXEMR002 Coordinate emergency responses	3986

Assessment Requirements for SISXEMR002 Coordinate emergency responses	3989

SISXFAC409 Plan and provide sport, fitness and recreation services	3992

SITHFAB201 Provide responsible service of alcohol	3999

SITXFSA202 Transport and store food	4008

TAEASS504A Develop and implement recognition strategies	4013

TAEDEL301A Provide work skill instruction	4019

TAEDEL401A Plan, organise and deliver group-based learning	4027

TAEDEL402A Plan, organise and facilitate learning in the workplace	4034

TAEDEL404A Mentor in the workplace	4042

TAEDES401A Design and develop learning programs	4049

TAEDES402A Use training packages and accredited courses to meet client needs	4055

TAEDES502A Design and develop learning resources	4061

TAEDES505A Evaluate a training program	4067

TLIC2025 Operate four wheel drive vehicle	4073

Assessment Requirements for TLIC2025 Operate four wheel drive vehicle	4078

TLIE2007 Use communications systems	4081

Assessment Requirements for TLIE2007 Use communications systems	4084

CHC Community Services	4086

CHCSS00065 Workforce Planning Skill Set	4096

CHCSS00067 Administer and Monitor Medication Skill Set	4098

CHCSS00069 Advocacy Skill Set	4100

CHCSS00070 Assist Clients with Medication Skill Set	4102

CHCSS00075 Chronic Disease Self-Management	4104

CHCSS00076 Coordinate Client Directed Services	4106

CHCSS00077 Financial Literacy Education	4108

CHCSS00079 Homelessness Support Work	4110

CHCSS00080 Induction to Leisure and Health	4112

CHCSS00082 Lead and Mentor	4114

CHCSS00083 Lead Inclusion and Collaboration	4116

CHCSS00084 Lead and support colleagues	4118

CHCSS00085 Pastoral and Spiritual Care	4120

CHCSS00086 Quality Management	4122

CHCSS00087 Risk Management	4124

CHCSS00088 Induction	4126

CHCSS00089 Service Coordination and Collaboration	4128

CHCSS00092 Alcohol and Other Drugs Co-existing Needs Skill Set	4130

CHCSS00093 Alcohol and Other Drugs Skill Set	4132

CHCSS00101 Language, Literacy and Numeracy Tutor Skill Set	4134

CHCSS00102 Mental Health Co-existing Needs Skill Set	4136

CHCSS00103 Mental Health Peer Work Skill Set	4138

CHCSS00104 Peer Leadership Skill Set	4140

CHCSS00107 Carer Support Skill Set	4142

CHCSS00108 Career Development Skill Set	4144

CHCSS00109 Employment Services Skilll Set	4146

CHCSS00111 Problem Gambling Skill Set	4148

CHCSS00112 Suicide Bereavement Support Skill Set	4150

CHCSS00113 Crisis Support Skill Set	4152

CHCSS00115 Social Housing Skill Set	4154

CHCSS00116 Work with Clients with Complex Needs Skill Set	4156

CHCSS00117 Aboriginal and/or Torres Strait Islander Education Support Skill Set	4158

CHCSS00118 School Based Education Support Work Skill Set	4160

CHCSS00119 Out of School Hours Care Skill Set	4162

CHCSS00120 Community Safety Services Skill Set	4164

CHC Community Services

Copyright Statement
© <2013> Commonwealth of Australia. With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution-No Derivative Works 3.0 Australia licence. You are free: to copy, distribute, display, and perform the work to make commercial use of the work Under the following conditions: Attribution - You must give the original author credit. No Derivative Works - You may not alter, transform, or build upon this work. Special Conditions (Waiver) For the sake of clarity, where the license refers to "the work", in addition to meaning the work in its entirety this term shall also mean "extracts of the work". Extracts of the work carry with it the respective licence, and is thus “partitioned”. The details of the relevant licence conditions are available on the Creative Commons website (www.creativecommons.org.au) as is the full legal code. The document must be attributed as the CHC Community Services Release 9.2.
Disclaimer
This work is the result of wide consultations with Australian industry participants. It is a collaborative view and does not necessarily represent the view of Department of Education and Training or any specific body. For the sake of brevity it may omit factors which could be pertinent in particular cases. While care has been taken in the preparation of this Training Package, Department of Education and Training and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. Department of Education and Training and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this Training Package. The Commonwealth, through the Department of Education and Training, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites.

Published by:	SkillsIQ

Release Date:	1 March 2023

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC14015 Certificate I in Active Volunteering

Modification History

Release	Comments
Release 3	Release 3 Supersedes and is equivalent to CHC14015- Certificate I in Active Volunteering release 2. Minor change to update First Aid units of competency.
Release 2	This version was released in CHC Community Services Training Package release 3.0. Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to core units. Minimum work requirement of 20 hours.

Qualification Description

This qualification reflects the role of volunteer workers and includes foundation skills required to enable them to effectively undertake volunteer work.

This qualification may be used as a pathway for workforce entry. Organisations may require volunteers to undergo relevant background checks.

To achieve this qualification, the candidate must have completed at least 20 hours of volunteer work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 5

3 core units

2 elective units, consisting of:

up to 2 units from the electives listed below, any endorsed Training Packages or accredited course - these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDIV001	Work with diverse people
CHCVOL001	Be an effective volunteer
HLTWHS001	Participate in workplace health and safety

Elective units

CHCCOM005	Communicate and work in health or community services
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCYTH001	Engage respectfully with young people
HLTAID010	Provide basic emergency life support
HLTFSE001	Follow basic food safety practices
BSBCMM201	Communicate in the workplace
BSBCUS201	Deliver a service to customers
FSKDIG02	Use digital technology for simple workplace tasks
FSKWTG06	Write simple workplace information

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC22015 Certificate II in Community Services

Modification History

Release	Comments
Release 3	Release 3. Supersedes and is equivalent to CHC22015 Certificate II in Community Services release 2. Minor change to update Infection Control unit of competency.
Release 2	Release 2. Supersedes and is equivalent to CHC22015 Certificate II in Community Services release 1. Minor change to update First Aid units of competency.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to core units. Change in packaging rules.

Qualification Description

This qualification may be used as a pathway for workforce entry as community services workers who provide a first point of contact and assist individuals in meeting their immediate needs. At this level, work takes place under direct, regular supervision within clearly defined guidelines.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 9

5 core units

4 elective units, consisting of:

at least 2 units from the electives listed below

up to 2 units from the electives listed below, any endorsed Training Packages or accredited courses – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units
CHCCOM001	Provide first point of contact
CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTWHS001	Participate in workplace health and safety
BSBWOR202	Organise and complete daily work activities
Elective units
CHCCDE003	Work within a community development framework
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCECE002	Ensure the health and safety of children
CHCECE004	Promote and provide healthy food and drinks
CHCECE015	Attend to daily functions in home based child care
CHCPRT001	Identify and respond to children and young people at risk
CHCVOL001	Be an effective volunteer
HLTAID010	Provide basic emergency life support
BSBWOR201	Manage personal stress in the workplace
FSKDIG03	Use digital technology for routine workplace tasks
FSKLRG09	Use strategies to respond to routine workplace problems
FSKLRG11	Use routine strategies for work-related learning
FSKNUM14	Calculate with whole numbers and familiar fractions, decimals and percentages for work
FSKOCM07	Interact effectively with others at work
FSKRDG10	Read and respond to routine workplace information
FSKWTG09	Write routine workplace texts
One of the following:
HLTINF001	Comply with infection prevention and control policies and procedures
OR
HLTINF006	Apply basic principles and practices of infection prevention and control

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC24015 Certificate II in Active Volunteering

Modification History

Release	Comments
Release 2	Release 2 Supersedes and is equivalent to CHC24015 Certificate II in Active Volunteering release 1. Minor change to update First Aid units of competency.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to core units. Change in packaging rules. Minimum work requirement of 20 hours.

Qualification Description

This qualification reflects the role of entry level volunteer workers. At this level, work takes place under direct, regular supervision within clearly defined guidelines.

This qualification may be used as a pathway for workforce entry. Organisations may require volunteers to undergo relevant background checks.

To achieve this qualification, the candidate must have completed at least 20 hours of volunteer work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 7

4 core units

3 elective units, consisting of:

up to 3 units from the electives listed below, any endorsed Training Packages or accredited course - these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDIV001	Work with diverse people
CHCVOL001	Be an effective volunteer
HLTWHS001	Participate in workplace health and safety
BSBCMM201	Communicate in the workplace

Elective units

CHCCOM001	Provide first point of contact
CHCCOM005	Communicate and work in health or community services
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCYTH001	Engage respectfully with young people
HLTAID010	Provide basic emergency life support
HLTAID011	Provide first aid
FSKDIG03	Use digital technology for routine workplace tasks
FSKLRG09	Use strategies to respond to routine workplace problems
FSKLRG11	Use routine strategies for work-related learning
FSKNUM14	Calculate with whole numbers and familiar fractions, decimals and percentages for work
FSKOCM07	Interact effectively with others at work
FSKRDG10	Read and respond to routine workplace information
FSKWTG09	Write routine workplace texts

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC30121 Certificate III in Early Childhood Education and Care

Modification History

Release 1. CHC30121 Certificate III in Early Childhood Education and Care supersedes and is not equivalent to CHC30113 Certificate III in Early Childhood Education and Care.

Qualification Description

This qualification reflects the role of educators in early childhood education and care who work in regulated children’s education and care services in Australia. They support children’s wellbeing, and development in the context of an approved learning framework. Educators use a range of well-developed skills and knowledge using discretion and judgment when carrying out their work in the context of established policies and procedures. They may work independently or under the guidance of others, though in some contexts that guidance may not be on-site.

Early childhood educators work in long day care centres, family day care, pre-schools or kindergartens.

To achieve this qualification, the individual must have completed a total of least 160 hours of work in a regulated children’s education and care service in Australia as detailed in the Assessment Requirements of units of competency. The total number of hours may be applied collectively across all units of competency that include the requirement for workplace hours.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Under the Education and Care Services National Law (2011) the Australian Children’s Education and Care Quality Authority (ACECQA) publishes lists of approved early childhood education and care qualifications and information regarding regulatory requirements here: www.acecqa.gov.au.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

Total number of units = 17

15 core units

2 elective units, consisting of:

1 unit from the list below

1 unit from the electives listed below, elsewhere in the CHC Community Services Training Package, or any other current Training Package or accredited course.

The selection of electives chosen must be guided by the job outcome sought, local sector requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core Units
CHCECE030	Support inclusion and diversity
CHCECE031	Support children’s health, safety and wellbeing
CHCECE032	Nurture babies and toddlers
CHCECE033	Develop positive and respectful relationships with children
CHCECE034	Use an approved learning framework to guide practice
CHCECE035	Support the holistic learning and development of children
CHCECE036	Provide experiences to support children’s play and learning
CHCECE037	Support children to connect with the natural environment
CHCECE038	Observe children to inform practice
CHCECE054	Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures
CHCECE055	Meet legal and ethical obligations in children’s education and care
CHCECE056	Work effectively in children’s education and care
CHCPRT001	Identify and respond to children and young people at risk
HLTAID012	Provide First Aid in an education and care setting
HLTWHS001	Participate in workplace health and safety

Elective Units
BSBSTR401	Promote innovation in team environments
BSBSUS411	Implement and monitor environmentally sustainable work practices
CHCDIV001	Work with diverse people
CHCECE039	Comply with family day care administration requirements
CHCECE040	Attend to daily functions in home-based child care
CHCPRP003	Reflect on and improve own professional practice
CHCSAC009	Support the holistic development of children in school age care
HLTFSE001	Follow basic food safety practices

Qualification Mapping Information

Release 1. CHC30121 Certificate III in Early Childhood Education and Care supersedes and is not equivalent to CHC30113 Certificate III in Early Childhood Education and Care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC30221 Certificate III in School Based Education Support

Modification History

Release 1. CHC30221 Certificate III in School Based Education Support supersedes and is not equivalent to CHC30213 Certificate III in Education Support.

Qualification Description

This qualification reflects the role of workers who assist teachers and support student learning in a range of classroom settings. They complete general administrative as well as operational tasks to support students with learning under the guidance of a teacher or other educational professional. Work requires use of discretion and judgement within the boundaries of established policies and procedures.

Education support workers work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

To achieve this qualification, the individual must have completed a total of least 100 hours of work in a classroom environment catering to primary or secondary school students, within at least one school in Australia as detailed in the Assessment Requirements of units of competency. The total number of hours may be applied collectively across all units of competency that include the requirement for workplace hours.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

Total number of units = 15

10 core units

5 elective units, consisting of:

at least 3 units from the list below

up to 2 units from the electives listed below, elsewhere in the CHC Community Services Training Package, or any other current Training Package or accredited course.

The selection of electives chosen must be guided by the job outcome sought, local sector requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core Units
CHCDIV001	Work with diverse people
CHCEDS033	Meet legal and ethical obligations in an education support environment
CHCEDS034	Contribute to the planning and implementation of educational programs
CHCEDS035	Contribute to student education in all developmental domains
CHCEDS036	Support the development of literacy and oral language skills
CHCEDS037	Support the development of numeracy skills
CHCEDS057	Support students with additional needs in the classroom
CHCEDS059	Contribute to the health, safety and wellbeing of students
CHCEDS060	Work effectively with students and colleagues
CHCEDS061	Support responsible student behaviour

Elective Units
CHCDIS007	Facilitate the empowerment of people with disability
CHCECE054	Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures
CHCEDS038	Communicate with students, parents and colleagues in an Aboriginal or Torres Strait Islander language
CHCEDS039	Work effectively as an Aboriginal and/or Torres Strait Islander education worker
CHCEDS040	Search and access online information
CHCEDS041	Set up and sustain learning areas
CHCEDS042	Provide support for e-learning
CHCEDS043	Support students with English as an additional language
CHCEDS044	Support development of student research skills
CHCEDS048	Work with students in need of additional learning support
CHCEDS050	Support Aboriginal and/or Torres Strait Islander education
CHCEDS056	Provide support to students with autism spectrum disorder
CHCPRT001	Identify and respond to children and young people at risk
HLTAID012	Provide First Aid in an education and care setting
HLTWHS001	Participate in workplace health and safety

Qualification Mapping Information

Release 1. CHC30221 Certificate III in School Based Education Support supersedes and is not equivalent to CHC30213 Certificate III in Education Support.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC32015 Certificate III in Community Services

Modification History

Release	Comments
Release 3	Release 3 Supersedes and is equivalent to CHC32015 Certificate III in Community Services release 2. Minor change to update First Aid units of competency.
Release 2	This version was released in CHC Community Services Training Package release 3.0. Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to core units. Change in packaging rules.

Qualification Description

This qualification reflects the role of entry level community services workers who support individuals through the provision of person-centred services. Work may include day-to-day support of individuals in community settings or support the implementation of specific community-based programs.

At this level, work takes place under the direction of others and supervision may be direct or indirect. Work may take place in a range of community services organisations.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 12

5 core units

7 elective units, consisting of:

at least 5 units from the electives listed below

up to 2 units from the electives listed below, any endorsed Training Packages or accredited courses – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCCS016	Respond to client needs
CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTWHS002	Follow safe work practices for direct client care
HLTWHS006	Manage personal stressors in the work environment

Elective units

CHCADV001	Facilitate the interests and rights of clients
CHCAGE001	Facilitate the empowerment of older people
CHCAOD001	Work in an alcohol and drugs context
CHCAOD002	Work with clients who are intoxicated
CHCAOD003	Provide needle and syringe services
CHCCCS005	Conduct individual assessments
CHCCCS009	Facilitate responsible behaviour
CHCCCS015	Provide individualised support
CHCCCS017	Provide loss and grief support
CHCCCS019	Recognise and respond to crisis situations
CHCCCS023	Support independence and wellbeing
CHCCCS028	Provide client-centred support to people in crisis
CHCCDE001	Support participative planning processes
CHCCDE003	Work within a community development framework
CHCCDE004	Implement participation and engagement strategies
CHCCOM001	Provide first point of contact
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCEDU003	Provide sexual and reproductive health information to clients
CHCEDU005	Work with clients to identify financial literacy education needs
CHCEDU009	Provide parenting, health and well-being education
CHCGRP001	Support group activities
CHCMHS001	Work with people with mental health issues
CHCPOL001	Contribute to the review and development of policies
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRT001	Identify and respond to children and young people at risk
CHCSET001	Work with forced migrants
CHCSET002	Undertake bicultural work with forced migrants in Australia
CHCSOH001	Work with people experiencing or at risk of homelessness
CHCVOL001	Be an effective volunteer
CHCYTH001	Engage respectfully with young people
CHCYTH003	Support young people to create opportunities in their lives
HLTAID011	Provide first aid
HLTAID013	Provide first aid in remote or isolated site
BSBINM301	Organise workplace information
BSBWOR301	Organise personal work priorities and development
CUECOR01C	Manage own work and learning
TAEDEL301A	Provide work skill instruction

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC33021 Certificate III in Individual Support

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals in the community, home or residential care setting who work under supervision and delegation as a part of a multi-disciplinary team, following an individualised plan to provide person-centred support to people who may require support due to ageing, disability or some other reason.

These individuals take responsibility for their own outputs within the scope of their job role and delegation. Workers have a range of factual, technical and procedural knowledge, as well as some theoretical knowledge of the concepts and practices required to provide person-centred support.

The skills in this qualification must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

To achieve this qualification, the candidate must have completed at least 120 hours of work as detailed in the Assessment Requirements of the units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 15

9 core units

6 elective units, consisting of:

at least 3 units from those units listed under Group A or B

the remaining units from any of the Groups A, B or C below.

Any combination of electives that meets the rules above can be selected for the award of the Certificate III in Individual Support.

Where appropriate, electives may be packaged to provide a qualification with a specialisation as outlined below.

Packaging for each specialisation:

All Group A electives must be selected for award of the Certificate III in Individual Support (Ageing).

All Group B electives must be selected for award of the Certificate III in Individual Support (Disability).

All Group A and all Group B electives must be selected for award of the Certificate III in Individual Support (Ageing and Disability).

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units
CHCCCS031	Provide individualised support
CHCCCS038	Facilitate the empowerment of people receiving support
CHCCCS040	Support independence and wellbeing
CHCCCS041	Recognise healthy body systems
CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
CHCLEG001	Work legally and ethically
HLTINF006	Apply basic principles and practices of infection prevention and control
HLTWHS002	Follow safe work practices for direct client care

Elective units
Group A electives – AGEING specialisation
CHCAGE011	Provide support to people living with dementia
CHCAGE013	Work effectively in aged care
CHCPAL003	Deliver care services using a palliative approach

Group B electives – DISABILITY specialisation
CHCDIS011	Contribute to ongoing skills development using a strengths-based approach
CHCDIS012	Support community participation and social inclusion
CHCDIS020	Work effectively in disability support

Group C Other electives
CHCAGE007	Recognise and report risk of falls
CHCAGE012	Provide food services
CHCAOD001	Work in an alcohol and other drugs context
CHCCCS001	Address the needs of people with chronic disease
CHCCCS017	Provide loss and grief support
CHCCCS033	Identify and report abuse
CHCCCS034	Facilitate independent travel
CHCCCS035	Support people with autism spectrum disorder
CHCCCS036	Support relationships with carer and family
CHCCCS037	Visit client residence
CHCCCS042	Prepare meals
CHCCCS043	Support positive mealtime experiences
CHCCCS044	Follow established person-centred behaviour supports
CHCDIS011	Contribute to ongoing skills development using a strengths-based approach
CHCDIS013	Assist with communication using augmentative and alternative communication methods
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCGRP001	Support group activities
CHCMHS001	Work with people with mental health issues
HLTAID011	Provide First Aid
HLTHPS006	Assist clients with medication
HLTOHC007	Recognise and respond to oral health issues

Qualification Mapping Information

Supersedes and is not equivalent to CHC33015 Certificate III in Individual Support.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC34015 Certificate III in Active Volunteering

Modification History

Release	Comments
Release 4	Release 4. Supersedes and is equivalent to CHC34015 Certificate III in Active Volunteering release 3. Minor change to update Infection Control unit of competency.
Release 3	Release 3. Supersedes and is equivalent to CHC34015 Certificate III in Active Volunteering release 2. Minor change to update First Aid units of competency.
Release 2	This version was released in CHC Community Services Training Package release 3.0. Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to core units. Minimum work requirement of 20 hours.

Qualification Description

This qualification reflects the role of people working in a volunteer capacity across a range of industries and organisations in a variety of contexts.

At this level, work takes place under the direction of others and supervision may be direct or indirect. Volunteers may also be required to lead volunteer teams and have limited responsibility for the output of others within a project or event.

Organisations may require volunteers to undergo relevant background checks.

To achieve this qualification, the candidate must have completed at least 20 hours of volunteer work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units= 10

6 core units

4 elective units, consisting of:

up to 4 units from the electives listed below, any endorsed Training Packages or accredited course - these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units
CHCCOM002	Use communication to build relationships
CHCDIV001	Work with diverse people
CHCLEG001	Work legally and ethically
CHCVOL001	Be an effective volunteer
HLTWHS001	Participate in workplace health and safety
BSBWOR301	Organise personal work priorities and development

Elective units
CHCADV001	Facilitate the interests and rights of clients
CHCADV003	Represent clients in court
CHCAGE001	Facilitate the empowerment of older people
CHCAOD001	Work in an alcohol and other drugs context
CHCCCS011	Meet personal support needs
CHCCCS015	Provide individualised support
CHCCCS017	Provide loss and grief support
CHCCCS023	Support independence and well being
CHCCCS024	Support individuals with autism spectrum disorder
CHCCCS026	Transport individuals
CHCCCS027	Visit client residence
CHCCCS028	Provide client-centred support to people in crisis
CHCCDE003	Work within a community development framework
CHCCDE005	Develop and support relevant community resources
CHCCOM001	Provide first point of contact
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCEDS001	Comply with legislative, policy and industrial requirements in the education environment
CHCEDS002	Assist in implementation of planned educational programs
CHCEDS012	Set up and sustain individual and small group learning areas
CHCEDS014	Support students with English as a second language
CHCEDS016	Support learning for students with disabilities in a classroom environment
CHCEDS018	Support students with additional needs in the classroom environment
CHCEDU005	Work with clients to identify financial literacy education needs
CHCEDU006	Improve clients fundamental financial literacy
CHCEDU007	Provide group education on consumer credit and debt
CHCGRP001	Support group activities
CHCHCS001	Provide home and community support services
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCLLN002	Support adult language and literacy learning
CHCLLN003	Support adult numeracy learning
CHCMHS001	Work with people with mental health issues
CHCPOL001	Contribute to the review and development of policies
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRT001	Identify and respond to children and young people at risk
CHCPRT002	Support the rights and safety of children and young people
CHCPRT003	Work collaboratively to maintain an environment safe for children and young people
CHCSET001	Work with forced migrants
CHCSOH001	Work with people experiencing or at risk of homelessness
CHCVOL002	Lead volunteer teams
CHCYTH001	Engage respectfully with young people
CHCYTH003	Support young people to create opportunities in their lives
HLTAAP001	Recognise healthy body systems
HLTAHW006	Facilitate and advocate for the rights and needs of clients and community members
HLTAHW044	Advocate on behalf of the community
HLTAID011	Provide first aid
HLTAID014	Provide advanced first aid
HLTFSE001	Follow basic food safety practices
HLTFSE002	Provide ward or unit based food preparation and distribution services
HLTFSE005	Apply and monitor food safety requirements
BSBCMM401	Make a presentation
BSBINM301	Organise workplace information
BSBMGT401	Show leadership in the workplace
BSBWOR204	Use business technology
BSBWOR302	Work effectively as an off-site worker
CUECOR01C	Manage own work and learning
SIRXIND101	Work effectively in customer service environment
SITHFAB201	Provide responsible service of alcohol
SITXFSA202	Transport and store food
TAEDEL301A	Provide work skill instruction
One of the following:
HLTINF001	Comply with infection prevention and control policies and procedures
OR
HLTINF006	Apply basic principles and practices of infection prevention and control

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC35021 Certificate III in Community Safety Services

Modification History

No equivalent qualification.

Qualification Description

This qualification reflects the role of workers in a range of community safety services settings in remote and other communities.

These services may include safety patrols, outreach services, community liaison and support roles or community networking programs in relation to specific initiatives.

At this level, work takes place under the general direction of others and supervision may be direct or indirect. Workers in community safety services roles contribute to the safety and wellbeing of their communities.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

12 units must be completed:

5 core units

7 elective units, consisting of:

at least 4 units from the electives from the list below

the remaining 3 units from the electives listed below, elsewhere in the CHC Community Services Training Package, or any endorsed Training Package or accredited course.

All electives chosen must contribute to a valid, industry supported vocational outcome.

Core units

BSBXTW301	Work in a team
CHCCSS001	Work effectively in community safety services
CHCDIV001	Work with diverse people
HLTAID011	Provide First Aid
HLTWHS001	Participate in workplace health and safety

Elective units

BSBPEF201	Support personal wellbeing in the workplace
CHCAOD002	Work with clients who are intoxicated
CHCCCS014	Provide brief interventions
CHCCCS019	Recognise and respond to crisis situations
CHCCCS020	Respond effectively to behaviours of concern
CHCCCS021	Respond to suspected abuse
CHCCOM002	Use communication to build relationships
CHCCOM005	Communicate and work in health or community services
CHCDFV004	Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities
CHCGRP001	Support group activities
CHCLEG001	Work legally and ethically
CHCMHS001	Work with people with mental health issues
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRT001	Identify and respond to children and young people at risk
CHCPRT002	Support the rights and safety of children and young people
CHCYTH001	Engage respectfully with young people
CHCYTH003	Support young people to create opportunities in their lives
HLTAID013	Provide First Aid in a remote or isolated site
TLIC2025	Operate four wheel drive vehicle
TLIE2007	Use communications systems

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC40221 Certificate IV in School Based Education Support

Modification History

Release 1. CHC40221 Certificate IV in School Based Education Support supersedes and is not equivalent to CHC40213 Certificate IV in Education Support.

Qualification Description

This qualification reflects the role of workers who assist teachers and support student learning in a range of classroom settings under the guidance of a teacher or other educational professional. At this level, workers may be involved in facilitation of learning for a range of instructional groupings, including for those students in need of additional support. In these roles, the education support worker sources and analyses information from diverse sources, may work with limited direct supervision and could provide guidance to other workers.

Education support workers work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

To achieve this qualification, the individual must have completed a total of least 100 hours of work in a classroom environment catering to primary or secondary school students, within at least one school in Australia as detailed in the Assessment Requirements of units of competency. The total number of hours may be applied collectively across all units of competency that include the requirement for workplace hours.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

Total number of units = 17

13 core units

4 elective units, consisting of:

at least 2 units from the list below

up to 2 units from the electives listed below, elsewhere in the CHC Community Services Training Package, or any other current Training Package or accredited course.

The selection of electives chosen must be guided by the job outcome sought, local sector requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core Units
CHCDIV001	Work with diverse people
CHCECE054	Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures
CHCEDS033	Meet legal and ethical obligations in an education support environment
CHCEDS045	Support student mathematics learning
CHCEDS046	Support student literacy learning
CHCEDS047	Assist in facilitation of student learning
CHCEDS048	Work with students in need of additional learning support
CHCEDS051	Facilitate learning for students with disabilities
CHCEDS056	Provide support to students with autism spectrum disorder
CHCEDS058	Support the implementation of behaviour plans
CHCEDS059	Contribute to the health, safety and wellbeing of students
CHCPRP003	Reflect on and improve own professional practice
CHCPRT001	Identify and respond to children and young people at risk

Elective Units
CHCCDE004	Implement participation and engagement strategies
CHCDIS004	Communicate using augmentative and alternative communication strategies
CHCDIS009	Facilitate ongoing skills development using a person-centred approach
CHCEDS038	Communicate with students, parents and colleagues in an Aboriginal or Torres Strait Islander language
CHCEDS039	Work effectively as an Aboriginal and/or Torres Strait Islander education worker
CHCEDS042	Provide support for e-learning
CHCEDS049	Supervise students outside the classroom
CHCEDS050	Support Aboriginal and/or Torres Strait Islander education
CHCEDS052	Deliver elements of teaching and learning programs
CHCEDS053	Assist in production of language resources
CHCEDS054	Contribute to teaching of Aboriginal and/or Torres Strait Islander language and culture
CHCEDS055	Coordinate e-learning programs
CHCPRP001	Develop and maintain networks and collaborative partnerships
HLTAID012	Provide First Aid in an education and care setting
HLTWHS001	Participate in workplace health and safety

Qualification Mapping Information

Release 1. CHC40221 Certificate IV in School Based Education Support supersedes and is not equivalent to CHC40213 Certificate IV in Education Support.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC40321 Certificate IV in Child, Youth and Family Intervention

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of those who work in youth and family intervention, including practice specialisations in family support. Workers operate under a broad supervision framework and within clearly defined organisational guidelines, service plans and position specifications.

To achieve this qualification, the candidate must have completed at least 120 hours of work as detailed in the Assessment Requirements of units of competency.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

16 units must be completed:

11 core units

5 elective units, consisting of:

at least 3 units from the electives listed below

up to 2 units from the list below or any endorsed Training Package or accredited course.

Where appropriate, electives may be packaged to provide a qualification with a specialisation.

Packaging specialisation:

All Group A electives must be selected for the award of the Certificate IV in Child, Youth and Family Intervention (Residential and Out of Home Care).

All Group B electives must be selected for award of the Certificate IV in Child, Youth and Family Intervention (Family Support).

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core Units
CHCCCS006	Facilitate individual service planning and delivery
CHCCOM002	Use communication to build relationships
CHCDIV001	Work with diverse people
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCLEG001	Work legally and ethically
CHCMHS007	Work effectively in trauma informed care
CHCPRT025	Identify and report children and young people at risk
CHCPRT027	Work collaboratively to maintain an environment safe for children and young people
CHCPRT029	Work within a practice framework
CHCPRT034	Work with children and young people with complex trauma and attachment issues and needs
HLTWHS001	Participate in workplace health and safety

Elective Units
Group A - Residential and Out-of-Home Care
CHCPRT033	Provide support to children and youth in out-of-home care
CHCCCS009	Facilitate responsible behaviour
Group B - Family Support
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCEDU009	Provide parenting, health and well-being education
CHCFAM009	Facilitate family intervention strategies
Group C - General Electives
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS016	Respond to client needs
CHCCSM011	Work with carers and families in complex situations
CHCDEV004	Confirm developmental status
CHCFAM003	Support people to improve relationships
CHCFAM004	Facilitate changeovers
CHCFAM005	Facilitate and monitor contact
CHCFAM006	Assist families to self-manage contact

Qualification Mapping Information

Supersedes and is not equivalent to CHC40313 Certificate IV in Child, Youth and Family Intervention.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC40421 Certificate IV in Youth Work

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of workers who develop and facilitate programs for young people through a range of community-based programs designed to address the social, behavioural, health, wellbeing, developmental and protection needs of young people.

This work may be undertaken through employment in community, government and youth sector agencies and workers are responsible for implementing policies and guidelines of the employing organisation. They are largely self-directed with autonomous decision making capacity under the indirect supervision of a manager.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

17 units must be completed:

15 core units

2 elective units, consisting of:

at least 1 unit from the electives listed below

up to 1 unit from the list below or any endorsed Training Package or accredited course.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core Units
CHCCOM002	Use communication to build relationships
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDIV001	Work with diverse people
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCGRP002	Plan and conduct group activities
CHCLEG001	Work legally and ethically
CHCMHS001	Work with people with mental health issues
CHCMHS007	Work effectively in trauma informed care
CHCPRT025	Identify and report children and young people at risk
CHCYTH013	Engage respectfully with young people
CHCYTH014	Work effectively with young people in youth work context
CHCYTH015	Support young people to create opportunities in their lives
CHCYTH016	Respond to critical situations
CHCYTH022	Provide services for the needs and circumstances of young people
HLTWHS001	Participate in workplace health and safety

Elective Units
CHCAOD001	Work in an alcohol or other drugs context
CHCAOD004	Assess needs of client with alcohol and other drugs issues
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS009	Facilitate responsible behaviour
CHCCCS016	Respond to client needs
CHCCCS031	Provide individualised support
CHCCCS037	Visit client residence
CHCCDE017	Support collaborative planning processes
CHCCDE019	Work within a community development framework
CHCCOM005	Communicate and work in health or community services
CHCCSM012	Coordinate complex case requirements
CHCDEV004	Confirm developmental status
CHCEDU004	Develop, implement and review sexual and reproductive health education programs
CHCGRP001	Support group activities
CHCGRP004	Deliver structured programs
CHCLLN001	Respond to client language, literacy, and numeracy needs
CHCMHS005	Provide services to people with co-existing mental health and alcohol and other drugs issues
CHCMHS011	Assess and promote social, emotional and physical wellbeing
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRT026	Support the rights and safety of children and young people
CHCPRT028	Work effectively in child protection to support children, young people, and families
CHCPRT033	Provide support to children and youth in out-of-home care
CHCSET003	Work with forced migrants
CHCSET004	Undertake bicultural work with forced migrants in Australia
CHCSOH013	Work with people experiencing or at risk of homelessness
CHCSOH021	Work with clients within the social housing system
CHCYTH023	Work effectively with young people and their nominated carer or families

Qualification Mapping Information

Supersedes and is not equivalent to CHC40413 Certificate IV in Youth Work.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC40521 Certificate IV in Youth Justice

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of youth justice workers who supervise young people who have been directed by the justice system to be in the care and direction of authorised community or government agencies.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

15 units must be completed:

9 core units

6 elective units, consisting of:

at least 1 unit from Group A below

at least 3 units from Group B below

up to 2 units from the electives listed below, or any endorsed Training Package or accredited course.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core Units
CHCCOM002	Use communication to build relationships
CHCDIV001	Work with diverse people
CHCMHS007	Work effectively in trauma informed care
CHCPRT025	Identify and report children and young people at risk
CHCPRT037	Support the progress and positive development of young people demonstrating anti-social behaviours
CHCPRT040	Work in the youth justice environment
CHCPRT041	Support Aboriginal and/or Torres Strait Islander young people in the youth justice system
CHCYTH016	Respond to critical situations
HLTWHS001	Participate in workplace health and safety

Elective Units
Group A - Practice Electives
CHCPRT031	Provide supervision in the community
CHCPRT032	Provide supervision in a secure system
Group B - General Electives
CHCAOD004	Assess needs of clients with alcohol and other drugs issues
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS004	Assess co-existing needs
CHCCCS020	Respond effectively to behaviours of concern
CHCCCS031	Provide individualised support
CHCCSM015	Undertake case management in a child protection framework
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCMHS001	Work with people with mental health issues
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRT026	Support the rights and safety of children and young people
CHCPRT034	Work with children and young people with complex trauma and attachment issues and needs
CHCPRT042	Prepare young people for reintegration
CHCYTH015	Support young people to create opportunities in their lives
CHCYTH018	Work with young people to establish support networks
CSCOFM027	Protect the safety and welfare of young people who have offended
HLTAID011	Provide First Aid

Qualification Mapping Information

Supersedes and is not equivalent to CHC40513 Certificate IV in Youth Justice.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC41015 Certificate IV in Celebrancy

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules. Significant changes to core units. Supersedes CHC42608

Qualification Description

This qualification reflects the role of celebrants who work with their clients to plan and present ceremonies of varied types in the Australian community. Celebrants are generally self-employed.

When the marriage celebrancy electives are chosen, this qualification addresses the specific legislative responsibilities of marriage celebrants and is linked to national registration requirements.

Packaging Rules

Total number of units = 13

6 core units

7 elective units, consisting of:

at least 3 units from the Celebrancy group below

up to 4 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome.

To apply for registration as a marriage celebrant with the Australian Attorney-General's Department the following units must be selected:

CHCCEL005	Establish and maintain marriage celebrancy practice
CHCCEL006	Interview clients and plan marriage ceremonies
CHCCEL007	Prepare for, present and evaluate marriage ceremonies

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCEL001	Develop sustainable celebrancy practice
CHCCEL002	Establish client celebrancy needs
CHCCEL003	Research, design and organise ceremonies
CHCCEL004	Prepare for, present and evaluate ceremonies
CHCDIV001	Work with diverse people
CHCLEG001	Work legally and ethically

Elective units

Celebrancy

CHCCEL005	Establish and maintain marriage celebrancy practice
CHCCEL006	Interview clients and plan marriage ceremonies
CHCCEL007	Prepare for, present and evaluate marriage ceremonies
CHCCEL008	Plan, present and evaluate funeral and memorial ceremonies
CHCCCS017	Provide loss and grief support
SIFXIND002	Work effectively in the funeral services industry
CHCCDE005	Develop and support relevant community resources
Other electives
CHCCOM002	Use communication to build relationships
CHCMHS001	Work with people with mental health issues
CHCPAS001	Plan for the provision of pastoral and spiritual care
CHCPAS002	Provide pastoral and spiritual care
CHCPRP003	Reflect on and improve own professional practice
BSBADM409	Coordinate business resources
BSBADM504	Plan and implement administrative systems
BSBCMM401	Make a presentation
BSBFIA301	Maintain financial records
BSBIPR401	Use and respect copyright
BSBITS401	Maintain business technology
BSBITU306	Design and produce business documents
BSBMKG413	Promote products and services
BSBRKG403	Set up a business or records system for a small business
BSBSMB405	Monitor and manage small business operations
BSBSMB406	Manage small business finances.
BSBSMB403	Market the small business
BSBSMB404	Undertake small business planning
CUFWRT301A	Write content for a range of media
CUSMPF402A	Develop and maintain stagecraft skills
CUSMPF302A	Prepare for performance

Qualification Mapping Information

No Equivalent Qualification

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC41115 Certificate IV in Employment Services

Modification History

Release	Comments
Release 2	Release 2. CHC41115 Certificate IV in Employment Services supersedes and is equivalent to Release 1. CHC41115 Certificate IV in Employment Services. Modifications include removal of unused units of competency in response to Skills Reform Ministerial Statement - 9 October 2020. Elective unit removed: CHCECD004 Establish and monitor Australian Apprenticeship arrangements.
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHC30912/C HC42012. Change in packaging rules. Significant changes to core units.

Qualification Description

This qualification reflects the role of individuals who provide employment services to both job seekers and employers. They use specialised knowledge to support individual job seekers in locating, securing and maintaining employment, and to assist employers in meeting their recruitment needs.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 14

•	9 core units

•	5 elective units, consisting of:

◦	up to 5 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCCS016	Respond to client needs
CHCCOM002	Use communication to build relationships
CHCDIV001	Work with diverse people
CHCECD001	Analyse and apply information that supports employment and career development
CHCECD002	Deliver and monitor contracted employment services
CHCECD003	Promote job seekers to employers
CHCECD006	Develop and monitor employment plans
CHCLEG001	Work legally and ethically
CHCPRP001	Develop and maintain networks and collaborative partnerships

Elective units

CHCADV001	Facilitate the interests and rights of clients
CHCCCS004	Assess co-existing needs
CHCCCS006	Facilitate individual service planning and delivery
CHCCSM004	Coordinate complex case requirements
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIS010	Provide person-centred services to people with disabilities with complex needs
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCECD005	Deliver employment services to employers
CHCECD007	Maximise participation in work by people with disability
CHCECD009	Conduct career guidance interviews
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCMHS001	Work with people with mental health issues
BSBEMS401	Develop and implement business development strategies to expand client base
BSBEMS402	Develop and implement strategies to source and assess candidates
BSBEMS403	Develop and provide employment management services to candidates
BSBEMS404	Manage the recruitment process for client organisations
BSBMKG413	Promote products and services
BSBRSK401	Identify risk and apply risk management processes
TAEDEL401A	Plan, organise and deliver group-based learning
TAEDEL402A	Plan, organise and facilitate learning in the workplace

Qualification Mapping Information

Release	Comments
Release 2	Release 2. CHC41115 Certificate IV in Employment Services supersedes and is equivalent to Release 1. CHC41115 Certificate IV in Employment Services. Modifications include removal of unused units of competency in response to Skills Reform Ministerial Statement - 9 October 2020. Elective unit removed: CHCECD004 Establish and monitor Australian Apprenticeship arrangements.
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHC30912/C HC42012. Change in packaging rules. Significant changes to core units.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC41215 Certificate IV in Career Development

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules Significant changes to core units Supersedes CHC42112

Qualification Description

This qualification reflects the role of individuals who provide programs and services to individuals and groups of clients and employers to support people in planning their career and/or locating, securing and maintaining suitable employment. They may work in career information and transition services or assist in career advisor roles in education, training, school or transition work environments. They may have limited supervisory responsibilities in contexts such as employment services.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication

Packaging Rules

Total number of units = 13

•	8 core units

•	5 elective units, consisting of:

◦	up to 5 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM002	Use communication to build relationships
CHCDIV001	Work with diverse people
CHCECD001	Analyse and apply information that supports employment and career development
CHCECD008	Deliver services consistent with a career development framework
CHCECD009	Conduct career guidance interviews
CHCECD010	Provide support to people in career transition
CHCLEG001	Work legally and ethically
CHCPRP001	Develop and maintain networks and collaborative partnerships

Elective units

CHCADV001	Facilitate the interests and rights of clients
CHCCCS004	Assess co-existing needs
CHCCCS020	Respond effectively to behaviours of concern
CHCDIS004	Communicate using augmentative and alternative communication strategies
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCEDS016	Support learning for students with disabilities in a classroom environment
CHCEDU005	Work with clients to identify financial literacy education needs
CHCEDU006	Improve clients’ fundamental financial literacy skills
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCMHS001	Work with people with mental health issues
CHCPRP004	Promote and represent the service
TAEDEL301A	Provide work skill instruction
TAEDEL401A	Plan, organise and deliver group-based learning
TAEDEL402A	Plan, organise and facilitate learning in the workplace

Qualification Mapping Information

No equivalent qualification

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC42021 Certificate IV in Community Services

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of community service workers who deliver and support person-centred services to individuals and groups. Workers may provide support, advocacy or interventions to individual persons, groups or communities across a range of services.

At this level, workers may be autonomous with limited responsibility within established parameters and may supervise others. Work may take place in a range of community service, case work or case management contexts.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

15 units must be completed:

7 core units

8 elective units, consisting of:

at least 6 units from the electives listed below

up to 2 units from the list below or any endorsed Training Package or accredited course.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core Units
CHCADV001	Facilitate the interests and rights of clients
CHCCOM002 CHCDFV001	Use communication to build relationships Recognise and respond appropriately to domestic and family violence
CHCDIV001	Work with diverse people
CHCLEG001	Work legally and ethically
CHCPRP001	Develop and maintain networks and collaborative partnerships
HLTWHS002	Follow safe work practices for direct client care

Elective Units
CHCADV002	Provide advocacy and representation services
CHCADV003	Represent clients in court
CHCAOD001	Work in an alcohol and other drugs context
CHCAOD002	Work with clients who are intoxicated
CHCAOD003	Provide needle and syringe services
CHCAOD004	Assess needs of clients with alcohol and other drugs issues
CHCAOD005	Provide alcohol and other drugs withdrawal services
CHCCCS001	Address the needs of people with chronic disease
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS004	Assess co-existing needs
CHCCCS006	Facilitate individual service planning and delivery
CHCCCS008	Develop strategies to address unmet needs
CHCCCS009	Facilitate responsible behaviour
CHCCCS010	Maintain a high standard of service
CHCCCS014	Provide brief interventions
CHCCCS017	Provide loss and grief support
CHCCCS018	Provide suicide bereavement support
CHCCCS019	Recognise and respond to crisis situations
CHCCCS020	Respond effectively to behaviours of concern
CHCCCS028	Provide client-centred support to people in crisis
CHCCCS030	Determine and respond to carer needs
CHCCCS031	Provide individualised support
CHCCCS033	Identify and report abuse
CHCCCS037	Visit client residence
CHCCCS038	Facilitate the empowerment of people receiving support
CHCCDE019	Work within a community development framework
CHCCDE020	Implement participation and engagement strategies
CHCCDE021	Develop and support community resources
CHCCDE022	Work to empower Aboriginal and/or Torres Strait Islander communities
CHCCDE023	Develop and provide community projects
CHCCOM001	Provide first point of contact
CHCCSM009	Facilitate goal-directed planning
CHCCSM010	Implement case management practice
CHCCSM013	Facilitate and review case management
CHCDEV004	Confirm developmental status
CHCDFV002	Provide support to children affected by domestic and family violence
CHCDFV003	Promote community awareness of domestic and family violence
CHCDFV004	Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities
CHCDFV005	Provide domestic and family violence support in non-English speaking background communities
CHCDIS011	Contribute to ongoing skills development using a strengths-based approach
CHCDIS014	Develop and use strategies for communication with augmentative and alternative communication systems
CHCDIS017	Facilitate community participation and social inclusion
CHCDIS019	Provide person-centred services to people with disability with complex needs
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCEDU003	Provide sexual and reproductive health information to clients
CHCEDU005	Work with clients to identify financial literacy education needs
CHCEDU006	Improve clients’ fundamental financial literacy skills
CHCEDU007	Provide group education on consumer credit and debt
CHCEDU009	Provide parenting, health and well-being education
CHCEDU010	Prepare and evaluate relationship education programs
CHCEDU011	Work with parents or carers of very young children
CHCEDU012	Facilitate couple processes in group work
CHCFAM001	Operate in a family law environment
CHCFAM003	Support people to improve relationships
CHCFAM004	Facilitate changeovers
CHCFAM005	Facilitate and monitor contact
CHCFAM006	Assist families to self-manage contact
CHCFAM009	Facilitate family intervention strategies
CHCFAM010	Provide intervention support to families
CHCGMB001	Assess the needs of clients with problem gambling issues
CHCGRP002	Plan and conduct group activities
CHCGRP003	Plan, facilitate and review psycho-educational groups
CHCGRP004	Deliver structured programs
CHCINM002	Meet community information needs
CHCLEG002	Interpret and use legal information
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCMED004	Prepare for mediation
CHCMED005	Facilitate mediation
CHCMED006	Consolidate and conclude mediation
CHCMGT005	Facilitate workplace debriefing and support processes
CHCMGT006	Coordinate client directed services
CHCMHS001	Work with people with mental health issues
CHCMHS003	Provide recovery oriented mental health services
CHCMHS011	Assess and promote social, emotional and physical wellbeing
CHCPAL003	Deliver care services using a palliative approach
CHCPAL004	Contribute to planning and implementation of care services using a palliative approach
CHCPAS003	Plan for the provision of pastoral and spiritual care
CHCPAS004	Provide pastoral and spiritual care
CHCPOL001	Contribute to the review and development of policies
CHCPRP003	Reflect on and improve own professional practice
CHCPRP005	Engage with health professionals and the health system
CHCPRT025	Identify and report children and young people at risk
CHCPRT026	Support the rights and safety of children and young people
CHCPRT027	Work collaboratively to maintain an environment safe for children and young people
CHCSET003	Work with forced migrants
CHCSET004	Undertake bicultural work with forced migrants in Australia
CHCSOH013	Work with people experiencing or at risk of homelessness
CHCSOH014	Manage and maintain tenancy agreements and services
CHCSOH021	Work with clients within the social housing system
CHCVOL002	Lead volunteer teams
CHCVOL003	Recruit, induct and support volunteers
CHCVOL004	Manage volunteer workforce development
CHCYTH013	Engage respectfully with young people
CHCYTH014	Work effectively with young people in the youth work context
CHCYTH015	Support young people to create opportunities in their lives
HLTAID011	Provide First Aid
HLTWHS006	Manage personal stressors in the work environment

Qualification Mapping Information

Supersedes and is not equivalent to CHC42015 Certificate IV in Community Services.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC42121 Certificate IV in Community Development

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of community services workers who assist in the delivery of programs that contribute to the development of community capacity through public social change processes.

At this level, work takes place within a professional team under the guidance of others, to support development within the community. Work may be undertaken in organisations working across a range of social, health, environment, economic, arts and culture and recreation sectors.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

15 units must be completed:

8 core units

7 elective units, consisting of:

up to 5 units from the electives listed below

up to 2 units from the electives listed below or any other endorsed Training Package or accredited course.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core Units
CHCCDE017	Support collaborative planning processes
CHCCDE019	Work within a community development framework
CHCCDE020	Implement participation and engagement strategies
CHCCDE021	Develop and support relevant community resources
CHCCOM002	Use communication to build relationships
CHCDIV001	Work with diverse people
CHCLEG001	Work legally and ethically
HLTWHS001	Participate in workplace health and safety

Elective Units
CHCADV001	Facilitate the interests and rights of clients
CHCADV002	Provide advocacy and representation services
CHCCCS038	Facilitate the empowerment of people receiving support
CHCCDE022	Work to empower Aboriginal and/or Torres Strait Islander communities
CHCCDE023	Develop and deliver community projects
CHCCDE024	Support community action
CHCCDE026	Develop and lead community engagement strategies to enhance participation
CHCCDE032	Deliver emergency relief services
CHCCSM009	Facilitate goal directed planning
CHCCSM010	Implement case management practice
CHCDEV005	Analyse impacts of sociological factors on people in community work and services
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDFV002	Provide support to children affected by domestic and family violence
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCEDU001	Provide community focused health promotion and prevention strategies
CHCEDU003	Provide sexual and reproductive health information to clients
CHCEDU005	Work with clients to identify financial literacy education needs
CHCEDU006	Improve clients’ fundamental financial literacy skills
CHCEDU009	Provide parenting, health and well-being education
CHCGRP002	Plan and conduct group activities
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRT026	Support the rights and safety of children and young people
CHCSET003	Work with forced migrants
CHCYTH023	Work effectively with young people and their nominated carer or families
HLTAHW006	Facilitate and advocate for the rights and needs of clients and community members

Qualification Mapping Information

Supersedes and is equivalent to CHC42115 Certificate IV in Community Development.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC42221 Certificate IV in Housing

Modification History

Release 1. CHC42221 Certificate IV in Housing supersedes and is not equivalent to CHC42215 Certificate IV in Social Housing.

Qualification Description

This qualification reflects the role of individuals delivering housing support services and supports to tenants, applicants and the community in the social housing and homelessness sector.

They may be public housing specialist staff or people undertaking similar roles in the community housing sector. They work with vulnerable people who may be experiencing homelessness or at risk of experiencing homelessness.

Workers at this level may work under limited supervision in an administrative or assisting capacity.

The skills in this qualification must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

15 units must be completed:

8 core units

7 elective units, consisting of:

at least 3 units from the electives units listed below

up to 4 units from the electives listed below, elsewhere in the CHC Community Services Training Package or any other endorsed Training Package or accredited course.

Any combination of electives that meets the rules above can be selected for the award of the Certificate IV in Housing. Where appropriate, electives may be packaged to provide a qualification with a specialisation.

Packaging for each specialisation:

All Group A electives must be selected for award of the Certificate IV in Housing (Homelessness Support Work).

Three Group B electives must be selected for award of the Certificate IV in Housing (Social Housing).

All Group A electives and three Group B electives must be selected for award of the Certificate IV in Housing (Social Housing and Homelessness Support Work).

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

Unit code	Unit title
CHCCOM002	Use communication to build relationships
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDIV001	Work with diverse people
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCLEG001	Work legally and ethically
CHCSOH013	Work with people experiencing or at risk of homelessness
CHCSOH024	Support sustainable tenancies
HLTWHS001	Participate in workplace health and safety

Group A electives – HOMELESSNESS SUPPORT WORK (all units)

Unit code	Unit title
CHCADV002	Provide advocacy and representation services
CHCCSM005	Develop, facilitate and review all aspects of case management
CHCMHS007	Work effectively in trauma informed care

Group B electives – SOCIAL HOUSING (3 units)

Unit code	Unit title
CHCADV004	Represent organisation in a court or tribunal
CHCCDE003	Work within a community development framework
CHCSOH014	Manage and maintain tenancy agreements and services
CHCSOH015	Manage housing application and allocation processes
CHCSOH016	Manage tenancy rent and rental arrears
CHCSOH017	Manage vacant properties
CHCSOH018	Respond to property maintenance enquiries
CHCSOH019	Manage head lease
CHCSOH021	Work with clients within the social housing system
CPPREP3105	Assist with property inspection
CPPREP4231	Manage commercial property maintenance

Other electives

Unit code	Unit title
BSBATSIC511	Plan and conduct a community meeting
BSBINS201	Process and maintain workplace information
CHCADV001	Facilitate the interests and rights of clients
CHCADV003	Represent clients in court
CHCAOD001	Work in an alcohol and other drugs context
CHCCCS004	Assess co-existing needs
CHCCCS014	Provide brief interventions
CHCCCS020	Respond effectively to behaviours of concern
CHCCCS027	Visit client residence
CHCEDU005	Work with clients to identify financial literacy education needs
CHCEDU006	Improve clients' fundamental financial literacy skills
CHCGRP002	Plan and conduct group activities
CHCLEG002	Interpret and use legal information
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCMHS001	Work with people with mental health issues
CHCMHS005	Provide services to people with co-existing mental health and alcohol and other drugs issues
CHCPOL001	Contribute to the review and development of policies
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP003	Reflect on and improve own professional practice
CHCPRT001	Identify and respond to children and young people at risk
CHCPRT002	Support the rights and safety of children and young people
CHCPRT003	Work collaboratively to maintain an environment safe for children and young people
CHCSET001	Work with forced migrants
CHCSET002	Undertake bicultural work with forced migrants in Australia
CPPDSM4028	Identify and analyse risks and opportunities in the property industry
HLTAID011	Provide First Aid
HLTWHS006	Manage personal stressors in the work environment
PSPETH001	Uphold the values and principles of public service
PSPGEN026	Provide input to change processes
PSPGEN043	Apply government processes
PSPLEG001	Comply with legislation in the public sector

Qualification Mapping Information

Release 1. CHC42221 Certificate IV in Housing supersedes and is not equivalent to CHC42215 Certificate IV in Social Housing.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC42315 Certificate IV in Chaplaincy and Pastoral Care

Modification History

Release	Comments
Release 3	Release 3 Supersedes and is equivalent to CHC42315 Certificate IV in Chaplaincy and Pastoral Care release 2. Minor change to update First Aid units of competency.
Release 2	This version was released in CHC Community Services Training Package release 3.0. Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to core units. Change in packaging rules. Minimum work requirement of 100 hours.

Qualification Description

This qualification reflects the role of chaplains and/or pastoral and spiritual care workers who provide ongoing ethical, moral and spiritual support to clients using a person-centred approach.

Workers operate within the guidelines and practices of their organisation and within the professional and ethical standards of their relevant association. The development of self-awareness and identity underpin effective work in pastoral and spiritual care and are developed over time, through professionally supervised practice and mentoring.

Work may take place in a range of contexts, including schools, community outreach and local churches in a paid or volunteer capacity. Work in these roles may also require commissioning from a recognised religious institution.

To achieve this qualification, the candidate must have completed at least 100 hours of work as detailed in the Assessment Requirements of units of competency.

National school chaplaincy regulations or legislation may apply to this qualification.

Packaging Rules

Total number of units = 13

9 core units

4 elective units, consisting of:

at least 2 units from the electives listed below

up to 2 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCCS016	Respond to client needs
CHCCCS017	Provide loss and grief support
CHCCOM002	Use communication to build relationships
CHCDIV001	Work with diverse people
CHCLEG001	Work legally and ethically
CHCMHS001	Work with people with mental health issues
CHCPAS001	Plan for the provision of pastoral and spiritual care
CHCPAS002	Provide pastoral and spiritual care
CHCPRP003	Reflect on and improve own professional practice

Elective units

CHCADV001	Facilitate the interests and rights of clients
CHCAGE001	Facilitate the empowerment of older people
CHCAOD001	Work in an alcohol and/or other drugs context
CHCCCS001	Address the needs of people with chronic disease
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS004	Assess co-existing needs
CHCCCS018	Provide suicide bereavement support
CHCCCS023	Support independence and wellbeing
CHCCDE003	Work within a community development framework
CHCCSL001	Establish and confirm the counselling relationship
CHCCSL003	Facilitate the counselling relationship and process
CHCCSL007	Support counselling clients in decision-making processes
CHCDFV001	Recognise and respond appropriately to domestic and family
CHCDIS004	Communicate using augmentative and alternative communication strategies
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCGMB001	Assess the needs of clients with problem gambling issues
CHCMHS011	Assess and promote social, emotional and physical wellbeing
CHCPAL001	Deliver care services using a palliative approach
CHCPAL002	Plan for and provide care services using a palliative approach
CHCPRT001	Identify and respond to children and young people at risk
CHCSET001	Work with forced migrants
CHCSOH001	Work with people experiencing or at risk of homelessness
CHCVOL001	Be an effective volunteer
CHCYTH001	Engage respectfully with young people
CHCYTH002	Work effectively with young people in the youth work context
CHCYTH003	Support young people to create opportunities in their lives
HLTAID011	Provide first aid

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC43015 Certificate IV in Ageing Support

Modification History

Release	Comments
Release 3	Release 3 Supersedes and is equivalent to CHC43015 Certificate IV in Ageing Support release 2. Minor change to update First Aid units of competency.
Release 2	This version was released in CHC Community Services Training Package release 3.0. Units updated Equivalent outcome
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHC40108/CHC40212 Change to packaging rules. Removal on entry requirements. Significant change to core units. Minimum work requirement of 120 hours.

Qualification Description

This qualification reflects the role of support workers who complete specialised tasks and functions in aged services; either in residential, home or community based environments. Workers will take responsibility for their own outputs within defined organisation guidelines and maintain quality service delivery through the development, facilitation and review of individualised service planning and delivery.

Workers may be required to demonstrate leadership and have limited responsibility for the organisation and the quantity and quality of outputs of others within limited parameters.

To achieve this qualification, the candidate must have completed at least 120 hours of work as detailed in the Assessment Requirements of the units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 18

15 core units

3 elective units, consisting of:

at least 2 units from the electives listed below

up to 1 unit from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCADV001	Facilitate the interests and rights of clients
CHCAGE001	Facilitate the empowerment of older people
CHCAGE003	Coordinate services for older people
CHCAGE004	Implement interventions with older people at risk
CHCAGE005	Provide support to people living with dementia
CHCCCS006	Facilitate individual service planning and delivery
CHCCCS011	Meet personal support needs
CHCCCS023	Support independence and wellbeing
CHCCCS025	Support relationships with carers and families
CHCDIV001	Work with diverse people
CHCLEG003	Manage legal and ethical compliance
CHCPAL001	Deliver care services using a palliative approach
CHCPRP001	Develop and maintain networks and collaborative partnerships
HLTAAP001	Recognise healthy body systems
HLTWHS002	Follow safe work practices for direct client care

Electives units

CHCAGE002	Implement falls prevention strategies
CHCAGE006	Provide food services
CHCAOD001	Work in an alcohol and other drugs context
CHCCCS001	Address the needs of people with chronic disease
CHCCCS007	Develop and implement service programs
CHCCCS010	Maintain a high standard of service
CHCCCS017	Provide loss and grief support
CHCCCS018	Provide suicide bereavement support
CHCCCS019	Recognise and respond to crisis situations
CHCCCS021	Respond to suspected abuse
CHCCCS022	Facilitate independent travel
CHCCCS026	Transport individuals
CHCCOM002	Use communication to build relationships
CHCDIS004	Communicate using augmentative and alternative communication strategies
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIS008	Facilitate community participation and social inclusion
CHCDIS009	Facilitate ongoing skills development using a person-centred approach
CHCDIS010	Provide person-centred services to people with disability with complex needs
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCDIV003	Manage and promote diversity
CHCEDU002	Plan health promotion and community intervention
CHCHCS002	Coordinate and monitor home based support
CHCINM001	Meet statutory and organisation information requirements
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCMGT001	Develop, implement and review quality framework
CHCMGT002	Manage partnership agreements with services providers
CHCMGT006	Coordinate client directed services
CHCMHS001	Work with people with mental health issues
CHCPAL002	Plan for and provide care services using a palliative approach
CHCPAS001	Plan for the provision of pastoral and spiritual care
CHCPAS002	Provide pastoral and spiritual care
CHCSET001	Work with forced migrants
CHCSOH001	Work with people experiencing or at risk of homelessness
HLTAAP002	Confirm physical health status
HLTAHA013	Provide support in dysphagia management
HLTAHA018	Assist with planning and evaluating meals and menus to meet recommended dietary guidelines
HLTAHA019	Assist with the monitoring and modification of meals and menus according to individualised plans
HLTAHA021	Assist with screening and implementation of therapeutic diets
HLTAID011	Provide first aid
HLTAID014	Provide advanced first aid
HLTFSE001	Follow basic food safety practices
HLTHPS006	Assist clients with medication
HLTHPS007	Administer and monitor medications
HLTOHC002	Inform and support patients and groups about oral health
HLTOHC003	Apply and manage use of basic oral health products
HLTOHC004	Provide or assist with oral hygiene
HLTOHC005	Use basic oral health screening tools
HLTOHC006	Apply fluoride varnish
HLTWHS003	Maintain work health and safety
HLTWHS004	Manage work health and safety
BSBFIM501	Manage budgets and financial plans
BSBFLM306	Provide workplace information and resourcing plans
BSBINM201	Process and maintain workplace information
BSBLDR402	Lead effective workplace relationships
BSBMGT401	Show leadership in the workplace
BSBMGT406	Plan and monitor continuous improvement
BSBWOR204	Use business technology
TAEDEL402A	Plan, organise and facilitate learning in the workplace
TAEDEL404A	Mentor in the workplace

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC43121 Certificate IV in Disability Support

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals in a range of community settings and peoples’ homes, who provide support in a manner that empowers people with disabilities to achieve greater levels of independence, self-reliance, community participation and wellbeing. Workers promote a person-centred approach, work according to and may contribute to an individualised plan, and work without direct supervision. They may be required to supervise and/or coordinate a small team.

The skills in this qualification must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Entry Requirements

Completion of: CHC33021 Certificate III in Individual Support (Disability)

OR

Completion of: CHC33015 Certificate III in Individual Support (Disability)

OR

Completion of: CHC30408 Certificate III in Disability PLUS the CHCSS00125 Entry to Certificate IV in Disability Support Skill Set.

Packaging Rules

Total number of units = 10

7 core units

3 elective units, consisting of:

at least 2 units from the electives listed below

up to 1 unit from the electives listed below, or any current endorsed Training Package or accredited course.

Units marked with * have one or more prerequisite units. Please refer to individual units for details of prerequisites.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units
CHCCCS044	Follow established person-centred behaviour supports
CHCDIS017	Facilitate community participation and social inclusion
CHCDIS018	Facilitate ongoing skills development using a person-centred approach
CHCDIS019	Provide person-centred services to people with disability with complex needs
CHCLEG003	Manage legal and ethical compliance
CHCMHS001	Work with people with mental health issues
HLTWHS003	Maintain work health and safety

Elective units
BSBLDR411	Demonstrate leadership in the workplace
BSBLDR413	Lead effective workplace relationships
BSBSTR402	Implement continuous improvement
CHCADV001	Facilitate the interests and rights of clients
CHCADV002	Provide advocacy and representation services
CHCAGE009	Provide services for older people
CHCAGE011	Provide support to people living with dementia
CHCAOD001	Work in an alcohol and other drugs context
CHCCCS001	Address the needs of people with chronic disease
CHCCCS002	Assist with movement
CHCCCS004	Assess co-existing needs
CHCCCS005	Conduct individual assessments
CHCCCS006	Facilitate individual service planning and delivery
CHCCCS007	Develop and implement service programs
CHCCCS008	Develop strategies to address unmet needs
CHCCCS010	Maintain a high standard of service
CHCCCS017	Provide loss and grief support
CHCCCS018	Provide suicide bereavement support
CHCCCS019	Recognise and respond to crisis situations
CHCCCS034	Facilitate independent travel
CHCCCS026	Transport individuals
CHCCCS033	Identify and report abuse
CHCCCS035	Support individuals people with autism spectrum disorder
CHCCCS036	Support relationships with carer and family
CHCCCS037	Visit client residence
CHCCCS039	Coordinate and monitor home- based support
CHCCCS041	Recognise healthy body systems
CHCCCS042	Prepare meals
CHCCCS043	Support positive mealtime experiences
CHCCOM002	Use communication to build relationships
CHCDIS014	Develop and use strategies for communication with augmentative and alternative communication systems
CHCDIS015	Develop and provide person-centred service responses
CHCDIS016	Develop and promote positive person-centred behaviour supports
CHCDIS020	Work effectively in disability support
CHCDIS021	Prepare for NDIS support coordination
CHCDIS022*	Coordinate NDIS participant support
CHCDIS023*	Provide specialised support
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCDIV003	Manage and promote diversity
CHCINM001	Meet statutory and organisation information requirements
CHCMGT001	Develop, implement and review quality framework
CHCMGT002	Manage partnership agreements with service providers
CHCMHS007	Work effectively in trauma informed care
CHCPAL003	Deliver care services using a palliative approach
CHCPAL004*	Contribute to planning and implementation of care services using a palliative approach
HLTAAP002	Confirm physical health status
HLTFSE001	Follow basic food safety practices
HLTHPS006	Assist clients with medication
HLTOHC007	Recognise and respond to oral health issues
HLTWHS004	Manage work health and safety

Qualification Mapping Information

Supersedes and is not equivalent to CHC43115 Certificate IV in Disability

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC43215 Certificate IV in Alcohol and Other Drugs

Modification History

Release	Comments
Release 3	Release 3 Supersedes and is equivalent to CHC43215 Certificate IV in Alcohol and Other Drugs release 2. Minor change to update First Aid units of competency.
Release 2	This version was released in CHC Community Services Training Package release 3.0. Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules. Significant changes to core units.

Qualification Description

This qualification reflects the role of entry level workers who provide services and interventions to clients with alcohol and other drugs issues and/or implement health promotion and community interventions. Work in undertaken in contexts such as community based organisations, withdrawal services, residential rehabilitation services and outreach services under the guidance of other practitioners and professionals, with limited responsibility and within established parameters.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 17

12 core units

5 elective units, consisting of:

at least 3 units from the electives listed below

up to 2 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCAOD001	Work in an alcohol and other drugs context
CHCAOD004	Assess needs of clients with alcohol and other drugs issues
CHCAOD006	Provide interventions for people with alcohol and other drugs issues
CHCAOD009	Develop and review individual alcohol and other drugs treatment plans
CHCCCS004	Assess co-existing needs
CHCCCS014	Provide brief interventions
CHCCOM002	Use communication to build relationships
CHCDIV001	Work with diverse people
CHCLEG001	Work legally and ethically
CHCMHS001	Work with people with mental health issues
CHCPRP001	Develop and maintain networks and collaborative partnerships
HLTAID011	Provide first aid

Elective units

CHCADV001	Facilitate the interests and rights of clients
CHCAGE001	Facilitate the empowerment of older people
CHCAOD002	Work with clients who are intoxicated
CHCAOD003	Provide needle and syringe services
CHCAOD005	Provide alcohol and other drugs withdrawal services
CHCCCS001	Address the needs of people with chronic disease
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS006	Facilitate individual service planning and delivery
CHCCCS009	Facilitate responsible behaviour
CHCCCS017	Provide loss and grief support
CHCCCS018	Provide suicide bereavement support
CHCCCS019	Recognise and respond to crisis situations
CHCCCS023	Support independence and wellbeing
CHCCCS027	Visit client residence
CHCCDE002	Develop and implement community programs
CHCCDE004	Implement participation and engagement strategies
CHCCDE006	Work to empower Aboriginal and/or Torres Strait Islander communities
CHCCDE007	Develop and provide community projects
CHCCSM004	Coordinate complex case requirements
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIS008	Facilitate community participation and social inclusion
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCEDU001	Provide community focused promotion and prevention strategies
CHCEDU002	Plan health promotion and community intervention
CHCEDU005	Work with clients to identify financial literacy education needs
CHCEDU006	Improve clients’ fundamental financial literacy skills
CHCEDU007	Provide group education on consumer credit and debt
CHCEDU008	Share health information
CHCEDU009	Provide parenting, health and well-being education
CHCFAM003	Support people to improve relationships
CHCFAM010	Provide intervention support to families
CHCGRP002	Plan and conduct group activities
CHCGRP003	Plan, facilitate and review psycho-educational groups
CHCGRP004	Deliver structured programs
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCMHS002	Establish self-directed recovery relationships
CHCMHS003	Provide recovery oriented mental health services
CHCMHS004	Work collaboratively with the care network and other services
CHCMHS005	Provide services to people with co-existing mental health and alcohol and other drugs issues
CHCMHS006	Facilitate the recovery process with the person, family and carers
CHCPRP003	Reflect on and improve own professional practice
CHCPRT001	Identify and respond to children and young people at risk
CHCPRT002	Support the rights and safety of children and young people
CHCSET001	Work with forced migrants
CHCSET002	Undertake bicultural work with forced migrants in Australia
CHCSOH001	Work with people experiencing or at risk of homelessness
CHCYTH011	Work effectively with young people and their families
HLTAAP001	Recognise healthy body systems
HLTHPS006	Assist clients with medication
HLTHPS010	Interpret and use information about nutrition and diet
HLTOHC001	Recognise and respond to oral health issues
HLTOHC002	Inform and support patients and groups about oral health
HLTOHC003	Apply and manage use of basic oral health products
HLTOHC004	Provide or assist with oral hygiene
HLTWHS006	Manage personal stressors in the work environment
BSBINM201	Process and maintain workplace information

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC43315 Certificate IV in Mental Health

Modification History

Release	Comments
Release 3	Release 3 Supersedes and is equivalent to CHC43315 Certificate IV in Mental Health release 2. Minor change to update First Aid units of competency.
Release 2	This version was released in CHC Community Services Training Package release 3.0. Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules. Significant changes to core units. Minimum work requirement of 80 hours.

Qualification Description

This qualification reflects the role of workers who provide self-directed recovery oriented support for people affected by mental illness and psychiatric disability. Work involves implementing community based programs and activities focusing on mental health, mental illness and psychiatric disability. Work is undertaken in a range of community contexts such as community based non-government organisations; home based outreach; centre-based programs; respite care; residential services, rehabilitation programs; clinical settings; or supporting people in employment. Work is carried out autonomously under the broad guidance of other practitioners and professionals.

To achieve this qualification, the candidate must have completed at least 80 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 15

11 core units

4 elective units, consisting of:

at least 2 units from the electives listed below, including at least 1 unit from the At Risk group below

up to 2 units from any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDIV001	Work with diverse people
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCLEG001	Work legally and ethically
CHCMHS002	Establish self-directed recovery relationships
CHCMHS003	Provide recovery oriented mental health services
CHCMHS004	Work collaboratively with the care network and other services
CHCMHS005	Provide services to people with co-existing mental health and alcohol and other drugs issues
CHCMHS007	Work effectively in trauma informed care
CHCMHS008	Promote and facilitate self advocacy
CHCMHS011	Assess and promote social, emotional and physical wellbeing
HLTWHS001	Participate in workplace health and safety

Elective units

At Risk electives

One of the following units must be selected for this qualification

CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS019	Recognise and respond to crisis situations

Other electives

CHCADV001	Facilitate the interests and rights of clients
CHCAGE001	Facilitate the empowerment of older people
CHCAOD001	Work in an alcohol and other drugs context
CHCAOD002	Work with clients who are intoxicated
CHCAOD004	Assess needs of clients with alcohol and other drugs issues
CHCAOD005	Provide alcohol and other drugs withdrawal services
CHCAOD006	Provide interventions for people with alcohol and other drugs issues
CHCCCS004	Assess co-existing needs
CHCCCS007	Develop and implement service programs
CHCCCS009	Facilitate responsible behaviour
CHCCCS014	Provide brief interventions
CHCCCS017	Provide loss and grief support
CHCCCS018	Provide suicide bereavement support
CHCCCS020	Respond effectively to behaviours of concern
CHCCCS023	Support independence and wellbeing
CHCCCS027	Visit client residence
CHCCDE002	Develop and implement community programs
CHCCDE004	Implement participation and engagement strategies
CHCCDE006	Work to empower Aboriginal and/or Torres Strait Islander communities
CHCCDE007	Develop and provide community projects
CHCCOM002	Use communication to build relationships
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIS008	Facilitate community participation and social inclusion
CHCEDU001	Provide community focused health promotion and prevention strategies
CHCEDU002	Plan health promotion and community intervention
CHCEDU005	Work with clients to identify financial literacy education needs
CHCEDU006	Improve clients’ fundamental financial literacy skills
CHCEDU007	Provide group education on consumer credit and debt
CHCEDU008	Share health information
CHCEDU009	Provide parenting, health and well-being education
CHCFAM010	Provide intervention support to families
CHCMGT001	Development, implement and review quality framework
CHCMHS006	Facilitate the recovery process with the person, family carers
CHCPOL001	Contribute to the review and development of policies
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP003	Reflect on and improve own professional practice
CHCPRT002	Support the rights and safety of children and young people
CHCSET001	Work with forced migrants
CHCSET002	Undertake bicultural work with forced migrants in Australia
CHCSOH001	Work with people experiencing or at risk of homelessness
CHCSOH002	Manage and maintain tenancy agreements and services
CHCYTH011	Work effectively with young people and their families
HLTAAP001	Recognise healthy body systems
HLTAID011	Provide first aid
HLTAID013	Provide first aid in remote or isolated site
HLTAID014	Provide advanced first aid
HLTHPS006	Assist clients with medication
HLTHPS010	Interpret and use information about nutrition and diet
HLTOHC001	Recognise and respond to oral health issues
HLTOHC002	Inform and support patients and groups about oral health
HLTOHC003	Apply and manage use of basic oral health products
HLTOHC004	Provide or assist with oral hygiene
HLTWHS006	Manage personal stressors in the work environment
BSBINM201	Process and maintain workplace information

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC43415 Certificate IV in Leisure and Health

Modification History

Release	Comments
release 3	Release 3 Supersedes and is equivalent to CHC43415 Certificate IV in Leisure and Health release 2. Minor change to update First Aid units of competency.
Release 2	This version was released in CHC Community Services Training Package release 3.0. Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules. Significant changes to core. Minimum work requirement of 120 hours.

Qualification Description

This qualification reflects the role of workers participating in the design, implementation and evaluation of leisure, health activities and programs for clients in one or more sector areas. Workers may be in residential facilities and/or in community agencies and day centres, completing specialised tasks and functions in relation to leisure and health. While workers are responsible for their own outputs, work is carried out under direct or indirect supervision within defined organisation guidelines.

To achieve this qualification, the candidate must have completed at least 120 hours of work as detailed in the Assessment Requirements of the units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 17

10 core units

7 elective units, consisting of:

at least 4 units from the electives listed below

up to 3 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM002	Use communication to build relationships
CHCDIV001	Work with diverse people
CHCLAH001	Work effectively in the leisure and health industries
CHCLAH002	Contribute to leisure and health programming
CHCLAH003	Participate in the planning, implementation and monitoring of individual leisure and health programs
CHCLAH004	Participate in planning leisure and health programs for clients with complex needs
CHCLAH005	Incorporate lifespan development and sociological concepts into leisure and health programming
CHCPRP003	Reflect on and improve own professional practice
HLTAAP002	Confirm physical health status
HLTWHS002	Follow safe work practices for direct client care

Elective units

CHCAGE001	Facilitate the empowerment of older people
CHCAGE005	Provide support to people living with dementia
CHCAOD001	Work in an alcohol and other drugs context
CHCCCS008	Develop strategies to address unmet needs
CHCCCS015	Provide individualised support
CHCCCS020	Respond effectively to behaviours of concern
CHCCCS023	Support independence and wellbeing
CHCCCS025	Support relationships with carers and families
CHCCCS027	Visit client residence
CHCCDE002	Develop and implement community programs
CHCCDE003	Work within a community development framework
CHCDIS002	Follow established person-centred behaviour supports
CHCDIS003	Support community participation and social inclusion
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCHCS001	Provide home and community support services
CHCMHS001	Work with people with mental health issues
CHCMHS002	Establish self-directed recovery relationships
CHCMHS003	Provide recovery oriented mental health services
CHCMHS004	Work collaboratively with the care network and other services
CHCPAL001	Deliver care services using a palliative approach
CHCPRT002	Support the rights and safety of children and young people
CHCSET001	Work with forced migrants
CHCSOH001	Work with people experiencing or at risk of homelessness
CHCVOL003	Recruit, induct and support volunteers
CHCYTH001	Engage respectfully with young people
CHCYTH009	Support youth programs
HLTAID011	Provide first aid
BSBINM201	Process and maintain workplace information
BSBLDR403	Lead team effectiveness
SISCCRO001	Plan and conduct recreation programs for older persons
SISXCAI007	Assist with activities not requiring equipment
SISXDIS001	Facilitate inclusion for people with a disability
SISXDIS002	Plan and conduct disability programs

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC43515 Certificate IV in Mental Health Peer Work

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0 Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules. Significant changes to core units. Minimum work requirement of 80 hours.

Qualification Description

This qualification reflects the role of workers who have lived experience of mental illness as either a consumer or carer and who work in mental health services in roles that support consumer peers or carer peers. Workers are employed in the mental health sector in government, public, private or community managed services.

To achieve this qualification, the candidate must have completed at least 80 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 15

8 core units

7 elective units, consisting of:

at least 5 units from the electives listed below

up to 2 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

Any combination of electives that meets the rules above can be selected for the award of the Certificate IV in Mental Health Peer Work. Where appropriate, electives may be packaged to provide a qualification with a specialisation.

Packaging for each specialisation:

All Group A electives must be selected for award of the Certificate IV in Mental Health Peer Work (Consumer Peer Work)

All Group B electives must be selected for award of the Certificate IV in Mental Health Peer Work (Carer Peer Work)

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDIV001	Work with diverse people
CHCMHS007	Work effectively in trauma informed care
CHCMHS008	Promote and facilitate self advocacy
CHCMHS011	Assess and promote social, emotional and physical wellbeing
CHCPWK001	Apply peer work practices in the mental health sector
CHCPWK002	Contribute to the continuous improvement of mental health services
CHCPWK003	Apply lived experience in mental health peer work
HLTWHS001	Participate in workplace health and safety

Elective units

Group A - CONSUMER PEER WORK specialisation

CHCPWK004	Work effectively in consumer mental health peer work

Group B - CARER PEER WORK specialisation

CHCPWK005	Work effectively with carers as a mental health peer worker

Other electives

CHCADV001	Facilitate the interests and rights of clients
CHCADV002	Provide advocacy and representation services
CHCADV005	Provide systems advocacy services
CHCAGE001	Facilitate the empowerment of older people
CHCAGE005	Provide support to people living with dementia
CHCAOD001	Work in an alcohol and other drugs context
CHCCCS001	Address the needs of people with chronic disease
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS017	Provide loss and grief support
CHCCCS019	Recognise and respond to crisis situations
CHCCCS020	Respond effectively to behaviours of concern
CHCCCS023	Support independence and wellbeing
CHCCCS025	Support relationships with carers and families
CHCCCS027	Visit client residence
CHCCDE001	Support community participation in planning processes
CHCCDE002	Develop and implement community programs
CHCCDE004	Implement participation and engagement strategies
CHCCDE006	Work to empower Aboriginal and/or Torres Strait Islander communities
CHCCDE007	Develop and provide community projects
CHCCDE008	Support community action
CHCDEV002	Analyse impacts of sociological factors on clients in community work and services
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIS008	Facilitate community participation and social inclusion
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCEDU011	Work with parents or carers of very young children
CHCGRP001	Support group activities
CHCGRP002	Plan and conduct group activities
CHCGRP004	Deliver structured programs
CHCLEG001	Work legally and ethically
CHCMHS002	Establish self-directed recovery relationships
CHCMHS003	Provide recovery oriented mental health services
CHCMHS004	Work collaboratively with the care network and other services
CHCMHS005	Provide services to people with co-existing mental health and alcohol and other drugs issues
CHCMHS006	Facilitate the recovery process with the person, family and carers
CHCPOL001	Contribute to the review and development of policies
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCSET001	Work with forced migrants
CHCSET002	Undertake bicultural work with forced migrants in Australia
CHCSOH001	Work with people experiencing or at risk of homelessness
CHCSOH002	Manage and maintain tenancy agreements and services
CHCYTH003	Support young people to create opportunities in their lives
CHCYTH011	Work effectively with young people and their families
HLTWHS006	Manage personal stressors in the work environment
BSBCMM401	Make a presentation
BSBINM201	Process and maintain workplace information
BSBRES401	Analyse and present research information
BSBWOR204	Use business technology
TAEDEL401A	Plan, organise and deliver group-based learning
TAEDEL402A	Plan, organise and facilitate learning in the workplace
TAEDES401A	Design and develop learning programs

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC44015 Certificate IV in Coordination of volunteer programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to core units. Change in packaging rules. Removal of entry requirements.

Qualification Description

This qualification reflects the role of workers who are responsible for the coordination of volunteers within a program or organisation. Volunteer coordinators provide ongoing management and support to volunteers and are the main point of contact for volunteers.

At this level, workers will generally be autonomous and are required to supervise and lead volunteers in projects or teams. These workers may be employed in a range of industry sectors and in a complex, regularly changing context. Work may be in either a volunteer or paid capacity.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units= 11

7 core units

4 elective units, consisting of:

up to 4 units from the electives listed below, any endorsed Training Packages or accredited course - these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM002	Use communication to build relationships
CHCDIV003	Manage and promote diversity
CHCLEG001	Work legally and ethically
CHCVOL003	Recruit, induct and support volunteers
CHCVOL004	Manage volunteer workforce development
HLTWHS003	Maintain work health and safety
BSBLDR403	Lead team effectiveness

Elective units

CHCAGE003	Coordinate services for older people
CHCAOD001	Work in an alcohol and other drugs context
CHCCCS007	Develop and implement service programs
CHCCCS019	Recognise and respond to crisis situations
CHCCOM003	Develop workplace communication strategies
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCHCS002	Coordinate and monitor home based support
CHCMGT001	Develop, implement and review quality framework
CHCMGT004	Secure and manage funding
CHCMGT005	Facilitate workplace debriefing and support processes
CHCMGT007	Work effectively with the Board of an organisation
CHCMHS001	Work with people with mental health issues
CHCPOL001	Contribute to the review and development of policies
CHCPOL002	Develop and implement policy
CHCPRP004	Promote and represent the service
CHCSET001	Work with forced migrants
CHCSET002	Undertake bicultural work with forced migrants in Australia
CHCSOH001	Work with people experiencing or at risk of homelessness
CHCVOL002	Lead volunteer teams
HLTWHS004	Manage work health and safety
AHCBUS401A	Administer finance, insurance and legal requirements
AHCCCF414A	Coordinate fundraising activities
BSBADM405	Organise meetings
BSBATSIW51	Secure funding
BSBCOM406	Conduct work within a compliance framework
BSBFIA402	Report on financial activity
BSBFIM501	Manage budgets and financial plans
BSBHRM405	Support the recruitment, selection and induction of staff
BSBHRM506	Manage recruitment selection and induction processes
BSBINM401	Implement workplace information system
BSBLDR402	Lead effective workplace relationships
BSBLED401	Develop teams and individuals
BSBMGT402	Implement operational plan
BSBMGT403	Implement continuous improvement
BSBMGT404	Lead and facilitate off site staff
BSBMGT502	Manage people performance
BSBMKG413	Promote products and services
BSBMKG521	Plan and implement sponsorship and event marketing
BSBPMG522	Undertake project work
BSBREL402	Build client relationships and business networks
BSBRSK401	Identify risk and apply risk management processes
BSBWHS402	Assist with compliance with WHS laws
BSBWHS405	Contribute to implementing and maintaining WHS management systems
BSBWOR404	Develop work priorities
BSBWRT401	Write complex documents
CUSFIM501A	Secure funding for projects
ICTWEB201	Use social media tools for collaboration and engagement
LGADMIN423A	Provide induction and orientation for new employees
PSPGOV411A	Deal with conflict
PSPGOV414A	Provide workplace mentoring
PSPGOV506A	Support workplace coaching and mentoring
TAEASS504A	Develop and implement recognition strategies
TAEDEL301A	Provide work skill instruction
TAEDEL401A	Plan, organise and deliver group-based learning
TAEDEL402A	Plan, organise and facilitate learning in the workplace
TAEDEL404A	Mentor in the workplace
TAEDES401A	Design and develop learning programs
TAEDES402A	Use training packages and accredited courses to meet client needs
TAEDES505A	Evaluate a training program

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC50121 Diploma of Early Childhood Education and Care

Modification History

Release 1. CHC50121 Diploma of Early Childhood Education and Care supersedes and is not equivalent to CHC50113 Diploma of Early Childhood Education and Care.

Qualification Description

This qualification reflects the role of educators in early childhood education and care who work in regulated children’s education and care services in Australia. Educators at this level are responsible for designing and implementing curriculum that meets the requirements of an approved learning framework and for maintaining compliance in other areas of service operations. They use specialised knowledge and analyse and apply theoretical concepts to diverse work situations. They may have responsibility for supervision of volunteers or other educators.

Early childhood educators work in long day care centres, family day care, pre-schools or kindergartens.

To achieve this qualification, the individual must have completed a total of least 280 hours of work in a regulated children’s education and care service in Australia as detailed in the Assessment Requirements of units of competency. The total number of hours may be applied collectively across all units of competency that include the requirement for workplace hours.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Under the Education and Care Services National Law (2011) the Australian Children’s Education and Care Quality Authority (ACECQA) publishes lists of approved early childhood education and care qualifications and information regarding regulatory requirements here: www.acecqa.gov.au.

Entry Requirements

Entry to this qualification is open to individuals who:

hold a CHC30121 Certificate III in Early Childhood Education and Care or

CHC30113 Certificate III in Early Childhood Education and Care.

Packaging Rules

Total number of units = 15

12 core units

3 elective units, consisting of:

2 units from the electives listed below

up to 1 unit from the list below, elsewhere in the CHC Community Services Training Package, or any other current Training Package or accredited course.

The selection of electives chosen must be guided by the job outcome sought, local sector requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core Units
BSBTWK502	Manage team effectiveness
CHCECE041	Maintain a safe and healthy environment for children
CHCECE042	Foster holistic early childhood learning, development and wellbeing
CHCECE043	Nurture creativity in children
CHCECE044	Facilitate compliance in a children’s education and care service
CHCECE045	Foster positive and respectful interactions and behaviour in children
CHCECE046	Implement strategies for the inclusion of all children
CHCECE047	Analyse information to inform children’s learning
CHCECE048	Plan and implement children’s education and care curriculum
CHCECE049	Embed environmental responsibility in service operations
CHCECE050	Work in partnership with children’s families
CHCPRP003	Reflect on and improve own professional practice

Elective Units
BSBHRM413	Support the learning and development of teams and individuals
BSBOPS502	Manage business operational plans
BSBPEF502	Develop and use emotional intelligence
BSBSTR501	Establish innovative work environments
CHCDIV003	Manage and promote diversity
CHCECE051	Promote equity in access to the service
CHCECE052	Plan service and supports for children and families
CHCECE053	Respond to grievances and complaints about the service
CHCECE057	Use collaborative practices to uphold child protection principles
CHCINM002	Meet community information needs
CHCMGT003	Lead the work team
CHCPOL002	Develop and implement policy
CHCPOL003	Research and apply evidence to practice
CHCSAC010	Foster holistic learning, development and wellbeing for school age children

Qualification Mapping Information

Release 1. CHC50121 Diploma of Early Childhood Education and Care supersedes and is not equivalent to CHC50113 Diploma of Early Childhood Education and Care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC50221 Diploma of School Age Education and Care

Modification History

Release 1. CHC50221 Diploma of School Age Education and Care supersedes and is not equivalent to CHC50213 Diploma of School Age Education and Care.

Qualification Description

This qualification reflects the role of educators who are responsible for the day-to-day running of a regulated school age education and care service in Australia. They plan, implement and manage programs across all areas of service operations. They use specialised knowledge and analyse and apply theoretical concepts to diverse work situations. Educators have responsibility for the supervision of volunteers and/or other staff.

Educators in this context work in outside school hours care and vacation care.

To achieve this qualification the individual must have completed a total of at least 280 hours of work with school age children in a regulated children’s education and care service in Australia. The total number of hours may be applied collectively across all units of competency that include a requirement for workplace hours.

No national occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

State and territory jurisdictions may have specific regulatory requirements regarding qualifications for school age care educators.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

Total number of units = 23

15 core units

8 elective units, consisting of:

at least 5 units from the list below

up to 3 units from the electives listed below, elsewhere in the CHC Community Services Training Package, or any current Training Package or accredited course.

The selection of electives chosen must be guided by the job outcome sought, local sector requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core Units
BSBLDR523	Lead and manage effective workplace relationships
CHCCCS007	Develop and implement service programs
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCDIV003	Manage and promote diversity
CHCLEG003	Manage legal and ethical compliance
CHCPRP003	Reflect on and improve own professional practice
CHCPRT001	Identify and respond to children and young people at risk
CHCSAC006	Support children to participate in school age care
CHCSAC007	Develop and implement play and leisure experiences in school age care
CHCSAC008	Work collaboratively and respectfully with school age children
CHCSAC010	Foster holistic learning, development and wellbeing for school age children
HLTAID012	Provide First Aid in an education and care setting
HLTFSE007	Oversee the day-to-day implementation of food safety in the workplace
HLTWHS003	Maintain work health and safety
SISXDIS001	Facilitate inclusion for people with a disability

Elective Units
BSBHRM413	Support the learning and development of teams and individuals
BSBOPS502	Manage business operational plans
BSBPEF502	Develop and use emotional intelligence
BSBSUS511	Develop workplace policies and procedures for sustainability
CHCCOM002	Use communication to build relationships
CHCDIS006	Develop and promote positive person-centred behaviour supports
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIS009	Facilitate ongoing skills development using a person-centred approach
CHCFAM002	Work with a child-focused approach
CHCMGT007	Work effectively with the Board of an organisation
CHCPOL002	Develop and implement policy
CHCPOL003	Research and apply evidence to practice
CHCPRP001	Develop and maintain networks and collaborative partnerships
HLTFSE001	Follow basic food safety practices
SISXCAI007	Assist with activities not requiring equipment
SISXEMR002	Coordinate emergency response

Qualification Mapping Information

Release 1. CHC50221 Diploma of School Age Education and Care supersedes and is not equivalent to CHC50213 Diploma of School Age Education and Care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC50321 Diploma of Child, Youth and Family Intervention

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of workers in out-of-home care facilities and settings related to child protection and family support work.

These workers work under limited supervision or within a team and are responsible for planning and prioritising their own work program to achieve targets. They may, depending on the focus of their role, supervise other workers and carry out activities related to improvement of personal living and emotional circumstances of a child or young person at risk. They may exercise legal authorities and delegated decision making on relevant statutory matters.

To achieve this qualification, the candidate must have completed at least 100 hours of work as detailed in the Assessment Requirements of units of competency.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

18 units must be completed:

11 core units

7 elective units, consisting of:

at least 4 units from the electives listed below

up to 3 units from the list below or any endorsed Training Package or accredited course.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core Units
CHCCCS004	Assess co-existing needs
CHCCCS016	Respond to client needs
CHCCSM013	Facilitate and review case management
CHCDEV006	Analyse information for service planning and delivery
CHCDIV001	Work with diverse people
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCPRT028	Work effectively in child protection to support children, young people and families
CHCPRT030	Build professional practice and sectoral expertise
CHCPRT034	Work with children and young people with complex trauma and attachment issues and needs
HLTWHS003	Maintain work health and safety

Elective Units
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCSM011	Work with carers and families in complex situations
CHCDIS019	Provide person-centred services to people with disability with complex needs
CHCFAM003	Support people to improve relationships
CHCFAM004	Facilitate changeovers
CHCFAM005	Facilitate and monitor contact
CHCFAM006	Assist families to self-manage contact
CHCINM001	Meet statutory and organisation information requirements
CHCMGT005	Facilitate workplace debriefing and support processes
CHCMHS001	Work with people with mental health issues
CHCPRP003	Reflect on and improve own professional practice
CHCPRT035	Develop and implement a multi-agency investigation and child risk assessment strategy
CHCPRT036	Undertake and implement planning with at-risk children and young people and their families
CHCPRT038	Interact with the legal system to protect children
HLTAHW031	Provide information/strategies to enhance capacities of Aboriginal/Torres Strait Islander families
HLTAID011	Provide First Aid

Qualification Mapping Information

Supersedes and is not equivalent to CHC50313 Diploma of Child, Youth and Family Intervention.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC50421 Diploma of Youth Work

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of people who work in youth work and operate under a broad supervision framework. They work within clearly defined organisational guidelines, with responsibility for the development and the outcomes of programs and services for young people that are managed and designed to meet the social, behavioural, health, wellbeing, developmental and protection needs of young people. This work may be undertaken through employment in community, government and other agencies.

To achieve this qualification, the candidate must have completed at least 200 hours of work as detailed in the Assessment Requirements of units of competency.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

21 units must be completed:

16 core units

5 elective units, consisting of:

at least 1 unit from Group A below

plus at least 2 units from Group A or Group B below

up to 2 units from the electives listed below, or any endorsed Training Package or accredited course.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core Units
CHCCCS007	Develop and implement service programs
CHCCOM002	Use communication to build relationships
CHCCSM013	Facilitate and review case management
CHCDEV005	Analyse impacts of sociological factors on people in community work and services
CHCDIV001	Work with diverse people
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCGRP002	Plan and conduct group activities
CHCLEG003	Manage legal and ethical compliance
CHCMHS001	Work with people with mental health issues
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRT025	Identify and report children and young people at risk
CHCYTH013	Engage respectfully with young people
CHCYTH014	Work effectively with young people in the youth work context
CHCYTH021	Support youth programs
CHCYTH024	Manage service response to young people in crisis
HLTWHS003	Maintain work health and safety

Elective Units
Group A: Practice Electives
CHCPRT034	Work with children and young people with complex trauma and attachment issues and needs
CHCYTH017	Develop and implement procedures to enable young people to address their needs
CHCYTH022	Provide services for the needs and circumstances of young people
Group B: General Electives
CHCCCS004	Assess co-existing needs
CHCCCS016	Respond to client needs
CHCCCS037	Visit client residence
CHCCDE024	Support community action
CHCCDE025	Develop and support community leadership
CHCCDE028	Work within organisation and government structures to enable community development outcomes
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCEDU004	Develop, implement and review sexual and reproductive health education programs
CHCPOL002	Develop and implement policy
CHCVOL003	Recruit, induct and support volunteers
CHCYTH018	Work with young people to establish support networks
CHCYTH019	Undertake youth work in specific communities
CHCYTH020	Support young people to take collective action

Qualification Mapping Information

Supersedes and is not equivalent to CHC50413 Diploma of Youth Work.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC50521 Diploma of Youth Justice

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of youth justice workers who supervise young people who have been directed by the justice system to be in the care and direction of authorised community and government agencies. Workers at this level may have some supervisory responsibility for other staff.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

14 units must be completed:

10 core units

4 elective units, consisting of:

at least 2 units from the electives listed below

up to 2 units from the list below or any endorsed Training Package or accredited course.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core Units
CHCCOM003	Develop workplace communication strategies
CHCDIV001	Work with diverse people
CHCDIV003	Manage and promote diversity
CHCLEG003	Manage legal and ethical compliance
CHCPRT039	Work effectively within youth justice
CHCPRT040	Work in the youth justice environment
CHCPRT041	Support Aboriginal and/or Torres Strait Islander young people in youth justice system
CHCPRT043	Develop and support youth justice team
CHCYTH024	Manage service response to young people in crisis
HLTWHS003	Maintain work health and safety

Elective Units
CHCAOD004	Assess needs of clients with alcohol and other drugs issues
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS004	Assess co-existing needs
CHCCSM013	Facilitate and review case management
CHCCSM015	Undertake case management in a child protection framework
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDFV002	Provide support to children affected by domestic and family violence
CHCDFV006	Counsel clients affected by domestic and family violence
CHCDIS019	Provide person-centred services to people with disability with complex needs
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCINM001	Meet statutory and organisation information requirements
CHCMGT005	Facilitate workplace debriefing and support processes
CHCMHS001	Work with people with mental health issues
CHCMHS011	Assess and promote social, emotional and physical wellbeing
CHCPRT027	Work collaboratively to maintain an environment safe for children and young people
CHCPRT034	Work with children and young people with complex trauma and attachment issues and needs
CHCPRT038	Interact with the legal system to protect children

Qualification Mapping Information

Supersedes and is equivalent to CHC50513 Diploma of Youth Justice.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC51015 Diploma of Counselling

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules Significant changes to core units Supersedes CHC51712

Qualification Description

This qualification reflects the role of counsellors, who work with clients on personal and psychological issues using established counselling modalities. They use communication, micro-counselling and interviewing skills and draw on varied counselling therapies to assist clients. At this level, the counsellor will be working in defined and supported counselling roles in established agencies rather than in independent practice.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 17

•	13 core units

•	4 elective units, consisting of:

◦	up to 4 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCCS019	Recognise and respond to crisis situations
CHCCSL001	Establish and confirm the counselling relationship
CHCCSL002	Apply specialist interpersonal and counselling interview skills
CHCCSL003	Facilitate the counselling relationship and process
CHCCSL004	Research and apply personality and development theories
CHCCSL005	Apply learning theories in counselling
CHCCSL006	Select and use counselling therapies
CHCCSL007	Support counselling clients in decision-making processes
CHCCSM005	Develop, facilitate and review all aspects of case management
CHCDIV001	Work with diverse people
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCLEG001	Work legally and ethically
CHCPRP003	Reflect on and improve own professional practice

Elective units

CHCADV001	Facilitate the interests and rights of clients
CHCAGE001	Facilitate the empowerment older people
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS014	Provide brief interventions
CHCCCS015	Provide individualised support
CHCCCS017	Provide loss and grief support
CHCCCS018	Provide suicide bereavement support
CHCCCS023	Support independence and wellbeing
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDIV003	Promote and manage diversity
CHCFAM002	Work with a child-focused approach
CHCFAM003	Support people to improve relationships
CHCGMB001	Assess the needs of clients with problem gambling issues
CHCGMB002	Provide counselling for clients with problem gambling issues
CHCGRP002	Plan and conduct group activities
CHCGRP003	Plan, facilitate and review psycho-educational groups
CHCGRP004	Deliver structured programs
CHCMHS001	Work with people with mental health issues
CHCPRT001	Identify and respond to children and young people at risk
CHCPRT004	Work effectively in child protection to support children, young people and families
CHCSET001	Work with forced migrants
CHCSET002	Undertake bicultural work with forced migrants in Australia
CHCYTH001	Engage respectfully with young people

Qualification Mapping Information

No equivalent qualification

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC51122 Diploma of Financial Counselling

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of financial counsellors working in the following two contexts:

Generalist financial counsellors who work in agencies that meet the requirements for exemptions from holding both an Australian Financial Services Licence and an Australian Credit Licence. Financial counsellors work across a variety of metropolitan, regional and remote settings. Generalist financial counsellors can assist both individuals and small businesses.

Rural financial counsellors undertake specialised financial counselling work that assists primary producers and rural small businesses, and are employed in agencies funded for this purpose. These agencies meet the requirements for an exemption from holding an Australian Credit Licence.

All financial counsellors are experts in financial difficulty and provide advice and support to help clients get back on top of their financial issues. They work from a model of social justice and client empowerment.

This qualification is NOT related to the work performed by financial planners or financial advisers whose role is to provide clients with strategies to address their investment options and requires a financial services licence. This qualification is also not appropriate for financial capability workers.

This qualification does NOT refer to therapeutic counselling. Psychological issues, which affect individuals, families and groups such as gambling, substance abuse, child abuse and mental or physical health problems require referral to a professionally qualified practitioner However, a recognition of, and an ability to work within, a counselling framework and the way in which other issues may interact with financial issues is highly relevant to financial counselling practice.

To achieve this qualification, the individual must have completed a total of at least 220 hours of work in an industry workplace or simulated industry environment as detailed in the relevant assessment requirements of the units of competency. The total number of hours may be applied collectively across all units of competency that include the requirement for workplace hours.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

17 units must be completed:

13 core units

4 elective units, consisting of:

1 unit from Group A

2 units from Group B or Group C

up to 1 unit from the electives listed below, any other current Training Package or accredited course.

Any combination of electives that meets the above rules may be selected for the award of the Diploma of Financial Counselling. Where appropriate, electives may be packaged to provide a qualification with a specialisation.

Packaging for specialisation:

CHCFIN011 Provide rural financial counselling services unit from Group A and at least 2 units from Group B must be selected for award of the Diploma of Financial Counselling (Rural).

The selection of electives must be guided by the job outcome sought and local industry requirements.

Core Units
CHCADV001	Facilitate the interests and rights of clients
CHCCCS019	Recognise and respond to crisis situations
CHCCSL001	Establish and confirm the counselling relationship
CHCCSL002	Apply specialist interpersonal and counselling interview skills
CHCCSL007	Support counselling clients in decision-making processes
CHCDIV001	Work with diverse people
CHCFIN006	Establish the financial counselling relationship
CHCFIN007	Provide advice, counselling and representation to financial counselling clients
CHCFIN008	Apply professional standards in financial counselling
CHCFIN009	Provide financial counselling and systemic advocacy within a social justice framework
CHCFIN010	Apply basic concepts of small business to financial counselling
CHCLEG002	Interpret and use legal information
CHCPRP003	Reflect on and improve own professional practice
Elective Units
Group A – Mandatory electives
CHCCDE018	Develop and implement community programs
CHCFIN011	Provide rural financial counselling services
Group B – Rural Financial Counselling specialisation
AHCAGB518	Develop climate risk management strategies
AHCAGB519	Plan and monitor production processes
AHCBUS516	Develop and review a business plan
AHCBUS518	Prepare and monitor budgets and financial reports
Group C – General electives
AHCAGB608	Manage financial resources
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCSM012	Coordinate complex case requirements
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCMHS005	Provide services to people with co-existing mental health and alcohol and other drugs issues
CHCSET003	Work with forced migrants
CHCSET004	Undertake bicultural work with forced migrants in Australia
CHCSOH013	Work with people experiencing or at risk of homelessness
CHCSOH021	Work with clients within the social housing system
FNSACC323	Perform financial calculations
FNSCUS411	Participate in negotiations

Qualification Mapping Information

Supersedes and is not equivalent to CHC51115 Diploma of Financial Counselling.

Links

Companion Volume implementation guides are found in VETNet - - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC52021 Diploma of Community Services

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of community services workers involved in the delivery, management and coordination of person-centred services to individuals, groups, and communities.

At this level, workers have specialised skills in community services and work autonomously within their scope of practice under broad directions from senior management.

Workers support people to make change in their lives to improve personal and social wellbeing and may also have responsibility for the supervision of other workers and volunteers. They may also undertake case management and program coordination.

To achieve this qualification, the candidate must have completed at least 200 hours of work as detailed in the Assessment Requirements of units of competency.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

20 units must be completed:

12 core units

8 elective units, consisting of:

at least 6 units from amongst the electives listed in Group A, B, C, D or E below

up to 2 units from the electives listed below, any endorsed Training Package or accredited course.

Where appropriate, electives may be packaged to provide a qualification with a specialisation.

Packaging for each specialisation:

at least 4 Group A electives must be selected for the award of Diploma of Community Services (Case Management)

at least 3 Group B electives must be selected for award of the Diploma of Community Services (Social Housing)

at least 3 Group C electives must be selected for award of the Diploma of Community Services (Child, Youth and Family Welfare)

at least 3 Group D electives must be selected for award of the Diploma of Community Services (Responding to Family Violence).

Where two or more specialisations are completed, this should be noted on the testamur when awarding the qualification. For example, Diploma of Community Services (Case Management, Social Housing and Child, Youth and Family Welfare).

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core Units
CHCCCS004	Assess co-existing needs
CHCCCS007	Develop and implement service programs
CHCCCS019	Recognise and respond to crisis situations
CHCCSM013	Facilitate and review case management
CHCDEV005	Analyse impacts of sociological factors on people in community work and services
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDIV001	Work with diverse people
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCLEG003	Manage legal and ethical compliance
CHCMGT005	Facilitate workplace debriefing and support processes
CHCPRP003	Reflect on and improve own professional practice
HLTWHS003	Maintain work health and safety

Elective Units
Group A – Case Management
CHCCSM009	Facilitate goal-directed planning
CHCCSM010	Implement case management practice
CHCCSM012	Coordinate complex case requirements
CHCCSM014	Provide case management supervision
CHCCSM015	Undertake case management in a child protection framework
CHCCSM016	Undertake advanced assessments
Group B – Social Housing
CHCADV004	Represent organisation in court or tribunal
CHCSOH013	Work with people experiencing or at risk of homelessness
CHCSOH014	Manage and maintain tenancy agreements and services
CHCSOH019	Manage head lease
CHCSOH020	Develop quality systems in line with registration standards
CHCSOH022	Develop social housing enterprise opportunitie
CHCSOH023	Acquire properties by purchase or transfer
Group C – Child, Youth and Family Welfare
CHCCSM015	Undertake case management in a child protection framework
CHCMHS013	Implement trauma informed care
CHCPRT025	Identify and report children and young people at risk
CHCPRT027	Work collaboratively to maintain an environment safe for children and young people
Group D – Responding to Family Violence
CHCCCS033	Identify and report abuse
CHCDFV002	Provide support to children affected by domestic and family violence
CHCDFV004	Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities
CHCDFV006	Counsel clients affected by domestic and family violence
CHCDFV007	Work with users of violence to effect change
CHCDFV009	Establish change promoting relationship with users of domestic and family violence
CHCDFV012	Make safety plans with people who have been subjected to domestic and family violence
CHCMHS007	Work effectively in trauma informed care
CHCPOL003	Research and apply evidence to practice
Group E - General Electives
BSBPEF401	Manage personal health and wellbeing
CHCADV002	Provide advocacy and representation services
CHCADV003	Represent clients in court
CHCADV005	Provide systems advocacy services
CHCAOD004	Assess needs of client with alcohol and other drugs issues
CHCAOD005	Provide alcohol and other drugs withdrawal services
CHCAOD007	Develop strategies for alcohol and other drugs relapse prevention and management
CHCAOD008	Provide advanced interventions to meet the needs of clients with alcohol and other drugs issues
CHCAOD009	Develop and review individual alcohol and other drugs treatment plans
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS009	Facilitate responsible behaviour
CHCCCS035	Support people with autism spectrum disorder
CHCCCS038	Facilitate the empowerment of people receiving support
CHCCDE023	Develop and deliver community projects
CHCCDE024	Support community action
CHCCDE025	Develop and support community leadership
CHCCDE026	Develop and lead community engagement strategies to enhance participation
CHCCDE027	Implement community development strategies
CHCCDE028	Work within organisation and government structures to enable community development outcomes
CHCCDE031	Develop and implement a community renewal plan
CHCCOM003	Develop workplace communication strategies
CHCCOM004	Present information to stakeholder groups
CHCCSL001	Establish and confirm the counselling relationship
CHCCSL002	Apply specialist interpersonal and counselling interview skills
CHCCSL003	Facilitate the counselling relationship and process
CHCCSL007	Support counselling clients in decision-making processes
CHCDEV004	Confirm developmental status
CHCDEV006	Analyse information for service planning and delivery
CHCDFV007	Work with users of violence to effect change
CHCDIS015	Develop and provide person-centred service responses
CHCDIS016	Develop and promote positive person-centred behaviour supports
CHCDIS017	Facilitate community participation and social inclusion
CHCDIS019	Provide person-centred services to people with disability with complex needs
CHCDIV003	Manage and promote diversity
CHCEDU002	Plan health promotion and community intervention
CHCEDU003	Provide sexual and reproductive health information to clients
CHCEDU004	Develop, implement and review sexual and reproductive health education programs
CHCEDU009	Provide parenting, health and well-being education
CHCFAM001	Operate in a family law environment
CHCFAM003	Support people to improve relationship
CHCFAM004	Facilitate changeovers
CHCFAM005	Facilitate and monitor contact
CHCFAM006	Assist families to self-manage contact
CHCGRP002	Plan and conduct group activities
CHCINM001	Meet statutory and organisation information requirements
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCMGT001	Develop, implement and review quality framework
CHCMGT002	Manage partnership agreements with service providers
CHCMGT003	Lead the work team
CHCMGT004	Secure and manage funding
CHCMGT006	Coordinate client directed services
CHCMHS001	Work with people with mental health issues
CHCMHS002	Establish self-directed recovery relationships
CHCMHS003	Provide recovery oriented mental health services
CHCMHS004	Work collaboratively with the care network and other services
CHCMHS005	Provide services to people with co-existing mental health and alcohol and other drugs issues
CHCMHS006	Facilitate the recovery process with the person, family and carers
CHCMHS008	Promote and facilitate self advocacy
CHCMHS011	Assess and promote social, emotional and physical wellbeing
CHCPOL002	Develop and implement policy
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP004	Promote and represent the service
CHCPRP005	Engage with health professionals and the health system
CHCPRT026	Support the rights and safety of children and young people
CHCPRT029	Work within a practice framework
CHCPRT032	Provide supervision in a secure system
CHCPRT033	Provide support to children and youth in out-of-home care
CHCPRT034	Work with children and young people with complex trauma and attachment issues and needs
CHCSET003	Work with forced migrants
CHCSET004	Undertake bicultural work with forced migrants in Australia
CHCSOH021	Work with clients within the social housing system
CHCYTH013	Engage respectfully with young people
CHCYTH016	Respond to critical situations
CHCYTH017	Develop and implement procedures to enable young people to address their needs
CHCYTH022	Provide services for the needs and circumstances of young people
CHCYTH024	Manage service response to young people in crisis
HLTAID014	Provide Advanced First Aid
HLTAHW031	Provide information/strategies to enhance capacities of Aboriginal/Torres Strait Islander families

Qualification Mapping Information

Supersedes and is not equivalent to CHC52015 Diploma of Community Services.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC52121 Diploma of Community Development

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of community services workers who manage the development and delivery of programs that build the capacity of communities to influence and guide their own future through public social change processes.

At this level, workers have specialised skills with complexity in the range and choices of actions required. Workers generally have responsibility for the supervision of other workers and volunteers.

This work may be undertaken through organisations working across a range of social, environment, health, economic, arts and culture, and recreation sectors.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

14 units must be completed:

8 core units

6 elective units, consisting of:

at least 3 units must be selected from the electives listed below

up to 3 units from the electives listed below, any endorsed Training Package or accredited course.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core Units
CHCCDE018	Develop and implement community programs
CHCCDE024	Support community action
CHCCDE025	Develop and support community leadership
CHCCDE026	Develop and lead community engagement strategies to enhance participation
CHCCDE027	Implement community development strategies
CHCCDE028	Work within organisation and government structures to enable community development outcomes
CHCDIV001	Work with diverse people
HLTWHS003	Maintain work health and safety

Elective Units
CHCADV001	Facilitate the interests and rights of clients
CHCADV002	Provide advocacy and representation services
CHCADV005	Provide systems advocacy services
CHCCCS004	Assess co-existing needs
CHCCCS019	Recognise and respond to crisis situations
CHCCCS038	Facilitate the empowerment of people receiving support
CHCCDE022	Work to empower Aboriginal and/or Torres Strait Islander communities
CHCCDE023	Develop and deliver community projects
CHCCDE029	Establish and develop community organisations or social enterprises
CHCCDE030	Facilitate the development of community capacity to manage place making
CHCCDE031	Develop and implement a community renewal plan
CHCCDE032	Deliver emergency relief services
CHCCOM004	Present information to stakeholder groups
CHCCSL001	Establish and confirm the counselling relationship
CHCCSL003	Facilitate the counselling relationship and process
CHCCSM009	Facilitate goal directed planning
CHCCSM010	Implement case management practice
CHCCSM012	Coordinate complex case requirements
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCDIV003	Manage and promote diversity
CHCEDU001	Provide community focused health promotion and prevention strategies
CHCEDU002	Plan health promotion and community intervention
CHCEDU004	Develop, implement and review sexual and reproductive health education programs
CHCEDU006	Improve clients’ fundamental financial literacy
CHCEDU007	Provide group education on consumer credit and debt
CHCEDU008	Share health information
CHCGRP002	Plan and conduct group activities
CHCLEG001	Work legally and ethically
CHCLEG003	Manage legal and ethical compliance
CHCMGT004	Secure and manage funding
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP003	Reflect on and improve own professional practice
CHCPRT026	Support the rights and safety of children and young people
CHCSET003	Work with forced migrants
CHCYTH023	Work effectively with young people and their nominated carer or families
HLTAHW023	Plan, develop and evaluate health promotion and community development programs
HLTAHW031	Provide information/strategies to enhance capacities of Aboriginal and/or Torres Strait Islander families

Qualification Mapping Information

Supersedes and is not equivalent to CHC52115 Diploma of Community Development.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC53215 Diploma of Alcohol and Other Drugs

Modification History

Release	Comments
Release 3	Release 3 Supersedes and is equivalent to CHC53215 Diploma of Alcohol and Other Drugs release 2. Minor change to update First Aid units of competency.
Release 2	This version was released in CHC Community Services Training Package release 3.0. Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules. Significant changes to core units. Removal of entry requirements.

Qualification Description

This qualification reflects the role of workers who work under broad supervision and guidance and provide services to clients with alcohol and other drugs issues. They can provide counselling, referral and promotion services. These workers require high level specialist knowledge, skills and competencies especially in regard to laws affecting clients, the range of services available to them and health issues related to alcohol and drugs use and misuse.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 22

16 core units

6 elective units, consisting of:

at least 4 units from the electives listed below

up to 2 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCADV005	Provide systems advocacy services
CHCAOD001	Work in an alcohol and other drugs context
CHCAOD004	Assess needs of clients with alcohol and other drugs issues
CHCAOD006	Provide interventions for people with alcohol and other drugs issues
CHCAOD007	Develop strategies for alcohol and other drugs relapse prevention and management
CHCAOD008	Provide advanced interventions to meet the needs of clients with alcohol and other drug issues
CHCAOD009	Develop and review individual alcohol and other drugs treatment plans
CHCCCS004	Assess co-existing needs
CHCCOM006	Establish and manage client relationships
CHCDIV001	Work with diverse people
CHCMHS005	Provide services to people with co-existing mental health and alcohol and other drugs issues
CHCMHS007	Work effectively in trauma informed care
CHCPOL003	Research and apply evidence to practice
CHCPRP002	Collaborate in professional practice
CHCPRP003	Reflect on and improve own professional practice
HLTAID011	Provide first aid

Elective units

CHCAOD002	Work with clients who are intoxicated
CHCAOD003	Provide needle and syringe services
CHCAOD005	Provide alcohol and other drugs withdrawal services
CHCCCS007	Develop and implement service programs
CHCCCS017	Provide loss and grief support
CHCCCS018	Provide suicide bereavement support
CHCCDE004	Implement participation and engagement strategies
CHCCDE006	Work to empower Aboriginal and/or Torres Strait Islander communities
CHCCSL001	Establish and confirm the counselling relationship
CHCCSL002	Apply specialist interpersonal and counselling interview skills
CHCCSL003	Facilitate the counselling relationship and process
CHCCSL007	Support counselling clients in decision-making processes
CHCCSM003	Work with carers and/or families in complex situations
CHCCSM004	Coordinate complex case requirements
CHCDFV006	Counsel clients affected by domestic and family violence
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCEDU001	Provide community focused health promotion and prevention strategies
CHCGMB001	Assess the needs of clients with problem gambling issues
CHCGMB002	Provide counselling for clients with problem gambling issues
CHCINM001	Meet statutory and organisation information requirements
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCMGT001	Develop, implement and review quality framework
CHCMGT002	Manage partnership agreements with service providers
CHCMHS002	Establish self-directed recovery relationships
CHCMHS003	Provide recovery oriented mental health services
CHCMHS004	Work collaboratively with the care network and other services
CHCMHS006	Facilitate the recovery process with the person, family and carers
CHCMHS009	Provide early intervention, health prevention and promotion programs
CHCMHS010	Implement recovery oriented approaches to complexity
CHCMHS011	Assess and promote social, emotional and physical wellbeing
CHCMHS012	Provide support to develop wellness plans and advanced directives
CHCMHS013	Implement trauma informed care
CHCSOH002	Manage and maintain tenancy agreements and services
CHCSOH008	Manage head lease
CHCSOH009	Develop quality systems in line with registration standards
CHCVOL003	Recruit, induct and support volunteers
HLTAAP001	Recognise healthy body systems
HLTAID009	Perform cardiopulmonary resuscitation
HLTAID014	Provide advanced first aid
HLTHPS006	Assist clients with medication
HLTHPS010	Interpret and use information about nutrition and diet
HLTOHC001	Recognise and respond to oral health issues
HLTOHC002	Inform and support patients and groups about oral health
HLTOHC003	Apply and manage use of basic oral health products
HLTOHC004	Provide or assist with oral hygiene
HLTWHS006	Manage personal stressors in the work environment
BSBFIM501	Manage budgets and financial plans

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC53315 Diploma of Mental Health

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules. Significant changes to core units. Removal of entry requirements. Minimum work requirement of 160 hours.

Qualification Description

This qualification reflects the role of workers who provide services to clients in relation to mental health issues. They can provide counselling, referral, advocacy and education/health promotion services. These workers are required to have high level specialist knowledge, skills and competencies especially in regard to laws affecting people with mental health issues, the range of services available to them and health issues related to mental health.

To achieve this qualification, the candidate must have completed at least 160 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 20

15 core units

5 elective units, consisting of:

at least 3 units from the electives listed below

up to 2 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCADV005	Provide systems advocacy services
CHCDIV001	Work with diverse people
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCMHS002	Establish self-directed recovery relationships
CHCMHS003	Provide recovery oriented mental health services
CHCMHS004	Work collaboratively with the care network and other services
CHCMHS005	Provide services to people with co-existing mental health and alcohol and other drugs issues
CHCMHS009	Provide early intervention, health prevention and promotion programs
CHCMHS010	Implement recovery oriented approaches to complexity
CHCMHS011	Assess and promote social, emotional and physical wellbeing
CHCMHS012	Provide support to develop wellness plans and advanced directives
CHCMHS013	Implement trauma informed care
CHCPOL003	Research and apply evidence to practice
CHCPRP003	Reflect on and improve own professional practice
HLTWHS004	Manage work health and safety

Elective units

CHCAOD001	Work in an alcohol and other drugs context
CHCAOD002	Work with clients who are intoxicated
CHCAOD003	Provide needle and syringe services
CHCAOD004	Assess needs of clients with alcohol and other drugs issues
CHCAOD005	Provide alcohol and other drugs withdrawal services
CHCAOD006	Provide interventions for people with alcohol and other drugs issues
CHCAOD007	Develop strategies for alcohol and other drugs relapse prevention and management
CHCAOD008	Provide advanced interventions to meet the needs of clients with alcohol and other drugs issues
CHCAOD009	Develop and review individual alcohol and other drugs treatment plans
CHCCCS017	Provide loss and grief support
CHCCCS018	Provide suicide bereavement support
CHCCDE004	Implement participation and engagement strategies
CHCCDE006	Work to empower Aboriginal and/or Torres Strait Islander communities
CHCCSL001	Establish and confirm the counselling relationship
CHCCSL003	Facilitate the counselling relationship and process
CHCCSL007	Support counselling clients in decision-making processes
CHCCSM004	Coordinate complex case requirements
CHCDFV006	Counsel clients affected by domestic and family violence
CHCEDU001	Provide community focused health promotion and prevention strategies
CHCGMB001	Assess the needs of clients with problem gambling issues
CHCGMB002	Provide counselling for clients with problem gambling issues
CHCINM001	Meet statutory and organisation information requirements
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCMGT001	Develop, implement and review quality framework
CHCMGT002	Manage partnership agreements with services providers
CHCMHS006	Facilitate the recovery process with the person, family and carers
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPWK006	Promote and conduct mental health peer work
CHCSOH002	Manage and maintain tenancy agreements and services
CHCSOH008	Manage head lease
CHCSOH009	Develop quality systems in line with registration standards
CHCVOL003	Recruit, induct and support volunteers
HLTAAP001	Recognise healthy body systems
HLTHPS006	Assist clients with medication
HLTHPS010	Interpret and use information about nutrition and diet
HLTWHS006	Manage personal stressors in the work environment
BSBFIM501	Manage budgets and financial plans

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC53415 Diploma of Leisure and Health

Modification History

Release	Comments
Release 3	Release 3. CHC53415 Diploma of Leisure and Health supersedes and is equivalent to Release 2. CHC53415 Diploma of Leisure and Health. Modifications include removal of unused units of competency in response to Skills Reform Ministerial Statement - 9 October 2020. Elective unit removed: CHCLAH007 Conduct a program for children and young people with special needs.
Release 2	This version was released in CHC Community Services Training Package release 3.0 Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules. Significant changes to core. Removal of entry requirements. Minimum work requirement of 240 hours.

Qualification Description

This qualification reflects the role of workers with responsibility for designing, implementing and evaluating health and leisure activities, and programs for clients in one or more sector areas. Work may be in residential facilities and/or in community agencies and day centres. Workers work under supervision or as sole practitioners and may be required to plan, coordinate and evaluate other workers and work teams within broad but generally well-defined guidelines.

To achieve this qualification, the candidate must have completed at least 240 hours of work as detailed in the Assessment Requirements of the units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 22

15 core units

7 elective units, consisting of:

at least 4 units from the electives listed below

up to 3 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM003	Develop workplace communication strategies
CHCDIV001	Work with diverse people
CHCLAH001	Work effectively in the leisure and health industries
CHCLAH002	Contribute to leisure and health programming
CHCLAH003	Participate in the planning, implementation and monitoring of individual leisure and health programs
CHCLAH004	Participate in planning leisure and health programs for clients with complex needs
CHCLAH005	Incorporate lifespan development and sociological concepts into leisure and health programming
CHCLAH006	Coordinate planning, implementation and monitoring of leisure and health programs
CHCLAH008	Provide leisure education
CHCLAH009	Apply concepts of human psychology to facilitate involvement in leisure programs
CHCPOL003	Research and apply evidence to practice
CHCPRP003	Reflect on and improve own professional practice
HLTAAP002	Confirm physical health status
HLTWHS003	Maintain work health and safety
BSBMGT502	Manage people performance

Elective units

CHCAGE001	Facilitate the empowerment of older people
CHCAGE003	Coordinate services for older people
CHCAGE004	Implement interventions with older people at risk
CHCAGE005	Provide support to people living with dementia
CHCAOD001	Work in an alcohol and other drugs context
CHCAOD007	Develop strategies for alcohol and other drugs relapse prevention and management
CHCAOD008	Provide advanced interventions to meet the needs of clients with alcohol and other drugs issues
CHCAOD009	Develop and review individual alcohol and other drugs treatment plans
CHCCCS004	Assess co-existing needs
CHCCCS023	Support independence and wellbeing
CHCDEV001	Confirm client developmental status
CHCDEV003	Analyse client information for service planning and delivery
CHCDIS004	Communicate using augmentative and alternative communication strategies
CHCDIS005	Develop and provide person-centred service responses
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIS008	Facilitate community participation and social inclusion
CHCDIS009	Facilitate ongoing skills development using a person-centred approach
CHCDIS010	Provide person-centred services to people with disability with complex needs
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCEDU001	Provide community-focused health promotion and prevention strategies
CHCINM001	Meet statutory and organisation information requirements
CHCMGT001	Develop, implement and review quality framework
CHCMGT002	Manage partnership agreements with service providers
CHCMHS001	Work with people with mental health issues
CHCMHS004	Work collaboratively with the care network and other services
CHCMHS005	Provide services to people with co-existing mental health and alcohol and other drugs issues
CHCMHS009	Provide early intervention, health prevention and promotion programs
CHCMHS012	Provide supports to develop wellness plans and advanced directives
CHCPOL002	Develop and implement policy
CHCPRT007	Provide supervision in the community
CHCSET001	Work with forced migrants
CHCSOH001	Work with people experiencing or at risk of homelessness
BSBFIM501	Manage budgets and financial plans
BSBFLM306	Provide workplace information and resourcing plans
BSBMGT401	Show leadership in the workplace
BSBMGT406	Plan and monitor continuous improvement
SISCCRO001	Plan and conduct recreation programs for older persons
SISXDIS002	Plan and conduct disability programs
TAEDEL301A	Provide work skill instruction

Qualification Mapping Information

Release	Comments
Release 3	Release 3. CHC53415 Diploma of Leisure and Health supersedes and is equivalent to Release 2. CHC53415 Diploma of Leisure and Health. Modifications include removal of unused units of competency in response to Skills Reform Ministerial Statement - 9 October 2020. Elective unit removed: CHCLAH007 Conduct a program for children and young people with special needs.
Release 2	This version was released in CHC Community Services Training Package release 3.0 Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules. Significant changes to core. Removal of entry requirements. Minimum work requirement of 240 hours.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC62015 Advanced Diploma of Community Sector Management

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0 Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to core units. Change in packaging rules. Removal of entry requirements.

Qualification Description

This qualification reflects the role of workers who are middle managers or managers across a range of community sector organisations. These people work independently and report to executive management, directors or boards of management. They undertake a range of functions requiring the application of knowledge and skills to achieve results in line with the organisation's goals and strategic directions.

At this level, workers have responsibility for planning and monitoring service delivery, recruitment and performance management of other paid or unpaid workers, managing risk and contributing to continuous improvement within the scope of their specific role. This may include management of a specific programs or project, or broader management of a community-based organisation, early childhood education service, not-for-profit organisation or community centre.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 13

8 core units

5 elective units, consisting of:

at least 2 units from the electives listed below

up to 3 units from any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

HLTAID011 has been addede intot the unit grid of this one

Core units

CHCDIV003	Manage and promote diversity
CHCLEG003	Manage legal and ethical compliance
CHCMGT001	Develop, implement and review quality framework
CHCMGT003	Lead the work team
BSBFIM601	Manage finances
BSBINN601	Lead and manage organisational change
BSBMGT608	Manage innovation and continuous improvement
BSBRSK501	Manage risk

Elective units

CHCADV005	Provide systems advocacy services
CHCCCS007	Develop and implement service programs
CHCCDE012	Work within organisation and government structures to enable community development outcomes
CHCCDE013	Establish and develop community organisations or social enterprise
CHCCOM003	Develop workplace communication strategies
CHCCSM004	Coordinate complex case requirements
CHCCSM006	Provide case management supervision
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCECE027	Promote equity in access to service
CHCECE028	Collaborate with families to plan service and supports
CHCECE029	Respond to problems and complaints about the service
CHCFAM003	Support people to improve relationships
CHCFAM009	Facilitate family intervention strategies
CHCMGT002	Manage partnership agreements with service providers
CHCMGT004	Secure and manage funding
CHCMGT005	Facilitate workplace debriefing and support processes
CHCMGT006	Coordinate client directed services
CHCMGT007	Work effectively with the Board of an organisation
CHCMHS010	Implement recovery oriented approaches to complexity
CHCPOL002	Develop and implement policy
CHCPOL003	Research and apply evidence to practice
CHCPRP003	Reflect on and improve own professional practice
CHCPRP004	Promote and represent the service
CHCVOL003	Recruit, induct and support volunteers
CHCVOL004	Manage volunteer workforce development
BSBHRM512	Develop and manage performance-management processes
BSBHRM602	Manage human resources strategic planning
BSBINM601	Manage knowledge and information
BSBMGT605	Provide leadership across the organisation
BSBMGT615	Contribute to organisation development
BSBMGT616	Develop and implement strategic plans
BSBMGT617	Develop and implement a business plan
BSBMKG514	Implement and monitor marketing activities
BSBMKG610	Develop, implement and monitor a marketing campaign
BSBPMG601	Direct the integration of projects
BSBPMG602	Direct the scope of a project program
BSBSUS501	Develop workplace policy and procedures for sustainability
BSBWHS603	Implement WHS risk management
FNSACC604	Monitor corporate governance activities
PSPGOV506A	Support workplace coaching and mentoring
TAEDEL404A	Mentor in the workplace

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC81015 Graduate Diploma of Relationship Counselling

Modification History

Release	Comments
Release 2	Release 2. CHC81015 Graduate Diploma of Relationship Counselling supersedes and is equivalent to Release 1. CHC81015 Graduate Diploma of Relationship Counselling Modifications include removal of unused units of competency in response to Skills Reform Ministerial Statement - 9 October 2020. Elective unit removed: CHCDFV014 Provide programs for people who have been subjected to domestic and family violence.
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules Significant changes to core units Minimum work requirement of 50 hours Supersedes CHC80208

Qualification Description

This qualification reflects the role of individuals who work as family and/or couples relationship counsellors. They may work independently or in organisations, providing counselling interventions, (rather than counselling support) for families and/or couples experiencing relationship issues of a complex nature.

Counselling contexts may include pre- or post- separation and divorce or where the client has involvement with the Family Law system. Counsellors at this level are making high level, independent, complex judgements in highly specialised contexts.

To achieve this qualification, the candidate must have completed 50 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Entry Requirements

Entry to this qualification is open to individuals who:

•	hold an undergraduate degree or higher qualification in Counselling, Psychology, Social Work, Social Science or equivalent

or

•	hold a Diploma of Counselling from the CHC Community Services Training Package or equivalent

or

•	can provide documented evidence of previous experience in a family counselling environment in a job role involving the self-directed application of knowledge with substantial depth in some areas, the exercise of independent judgement and decision making, and a range of technical and other skills.

Packaging Rules

fTotal number of units = 11

•	5 core units

•	6 elective units, consisting of:

◦	up to 6 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDFV008	Manage responses to domestic and family violence in family work
CHCFCS001	Facilitate the family counselling process
CHCFCS002	Provide relationship counselling
CHCFCS003	Provide counselling to children and young people
CHCPRP007	Work within a clinical supervision framework

Elective units

CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS029	Work with involuntary and mandated clients
CHCCDE004	Implement participation and engagement strategies
CHCCSM006	Provide case management supervision
CHCDFV002	Provide support to children affected by domestic and family violence
CHCDFV004	Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities
CHCDFV005	Provide domestic and family violence support in non-English speaking background communities
CHCDFV006	Counsel clients affected by domestic and family violence
CHCDFV007	Work with users of violence to effect change
CHCDFV009	Establish change promoting relationship with users of domestic and family violence
CHCDFV011	Establish and maintain the safety of people who have experienced domestic and family violence
CHCDFV010	Promote accountability and assist users of domestic and family violence to accept responsibility
CHCDFV012	Make safety plans with people who have been subjected to domestic and family violence
CHCDFV013	Manage domestic and family violence and abuse screening and risk assessment processes
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCFAM001	Operate in a family law environment
CHCFAM002	Work with a child-focused approach
CHCFAM007	Assist clients to develop parenting arrangements
CHCFAM008	Work within a child inclusive framework
CHCFCS004	Provide grief and loss counselling
CHCGRP005	Plan and provide group counselling
CHCPOL002	Develop and implement policy
CHCYTH010	Provide services for young people appropriate to their needs and circumstances
CHCYTH011	Work effectively with young people and their families
HLTAHW049	Work effectively in social and emotional wellbeing
HLTAHW050	Develop a healing framework for social and emotional wellbeing work
HLTAHW051	Respond to loss, grief and trauma
HLTWHS004	Manage work health and safety
AHCCCF411A	Develop approaches to include cultural and human diversity
BSBLDR801	Lead personal and strategic transformation
BSBLED806	Plan and implement a coaching strategy
BSBMGT605	Provide leadership across the organisation
BSBRES801	Initiate and lead applied research

Qualification Mapping Information

Release	Comments
Release 2	Release 2. CHC81015 Graduate Diploma of Relationship Counselling supersedes and is equivalent to Release 1. CHC81015 Graduate Diploma of Relationship Counselling. Modifications include removal of unused units of competency in response to Skills Reform Ministerial Statement - 9 October 2020. Elective unit removed: CHCDFV014 Provide programs for people who have been subjected to domestic and family violence.
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules Significant changes to core units Minimum work requirement of 50 hours Supersedes CHC80208

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC81115 Graduate Diploma of Family Dispute Resolution

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules Significant changes to core units Minimum work requirement of 50 hours Supersedes CHC80308

Qualification Description

This qualification reflects the role of family dispute resolution practitioners who provide services and interventions for families experiencing high levels of relationship conflict where clients may be involved in the family law system. They may work as independent practitioners or in larger agencies.

Dispute resolution in this qualification has a direct link to the provisions of the Family Law Act 1975 and the Family Law (Family Dispute Resolution Practitioners) Regulations 2008. Practitioners make high level, independent, complex judgements in highly specialised contexts. Some practitioner roles may also involve full responsibility and accountability for all aspects of own work as well as responsibility for broader management functions such as analysis, program planning, budgeting and strategy design.

To achieve this qualification, the candidate must have completed 50 hours of work as detailed in the Assessment Requirements of units of competency.

Entry Requirements

Entry to this qualification is open to individuals who:

•	hold an undergraduate degree or higher qualification in Psychology, Social Work, Law, Conflict Management, Dispute Resolution, Family Law Mediation or equivalent

or

•	hold accreditation under the National Mediator Accreditation System (NMAS)

or

•	hold the Mediation skill set from the Community Services Training Package (CHC)

or

•	can provide documented evidence of previous experience in a dispute resolution environment in a job role involving self-directed application of knowledge with substantial depth in some areas, exercise of independent judgement and decision-making, and a range of technical and other skills.

Packaging Rules

Total number of units = 10

•	6 core units

•	4 elective units, consisting of:

◦	up to 4 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDFV008	Manage responses to domestic and family violence in family work
CHCDSP001	Facilitate dispute resolution in the family law context
CHCDSP002	Adhere to ethical standards in family dispute resolution
CHCDSP003	Support the safety of vulnerable parties in dispute resolution
CHCFAM001	Operate in a family law environment
CHCFAM002	Work with a child-focused approach

Elective units

CHCCCS003	Increase the safety of individuals at risk of suicide
CHCDFV002	Provide support to children affected by domestic and family violence
CHCDFV004	Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities
CHCDFV005	Provide domestic and family violence support in non-English speaking background communities
CHCDFV007	Work with users of violence to effect change
CHCDFV013	Manage domestic and family violence screening and risk assessment processes
CHCDIV002	Promote Aboriginal and Torres Strait Islander cultural safety
CHCFAM007	Assist clients to develop parenting arrangements
CHCFAM008	Work within a child inclusive framework
CHCMGT005	Facilitate workplace debriefing and support processes
CHCPRP006	Lead own professional development
CHCYTH011	Work effectively with young people and their families
HLTAHW049	Work effectively in social and emotional wellbeing
HLTAHW050	Develop a healing framework for social and emotional wellbeing work
HLTAHW051	Respond to loss, grief and trauma
BSBLDR801	Lead personal and strategic transformation
BSBLED806	Plan and implement a coaching strategy
BSBMGT605	Provide leadership across the organisation
BSBRES801	Initiate and lead applied research

Qualification Mapping Information

No equivalent qualification

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC81215 Graduate Certificate in Statutory Child Protection

Modification History

Release	Comments
Release 2	Release 2. CHC81215 Graduate Certificate in Statutory Child Protection supersedes and is equivalent to Release 1. CHC81215 Graduate Certificate in Statutory Child Protection. Modifications include removal of unused units of competency in response to Skills Reform Ministerial Statement - 9 October 2020. Elective unit removed: CHCDFV014 Provide programs for people who have been subjected to domestic and family violence.
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules Significant changes to core units Supersedes CHC70108

Qualification Description

This qualification reflects the role of child protection workers who provide specialist services to clients with complex and diverse needs, and act as a resource for other workers. Workers at this level use critical thinking, communication and evaluation skills and make complex judgements in specialist contexts as part of a collaborative team. Their role involves service planning, delivery and evaluation and may include responsibility and accountability for the work of both self and others.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Entry Requirements

Entry to this qualification is open to individuals who:

hold an undergraduate degree or postgraduate qualification in a discipline related to work in the community sector

or

have significant previous experience working in a community sector organisation, in a job role involving the self directed application of knowledge with substantial depth in a specialist area of practice and the exercise of judgement and decision making

or

hold CHC50313 Diploma of Child, Youth and Family Intervention or equivalent

Packaging Rules

Total number of units = 10

•	4 core units

•	6 elective units, consisting of:

◦	at least 3 units from the electives listed below

◦	up to 3 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCPRT020	Manage complex child protection risk assessments and case strategies
CHCPRT021	Manage and monitor child protection orders
CHCPRT022	Develop, implement and monitor safety strategies in child protection work
BSBRES80	Initiate and lead applied research

Elective units

CHCCCS029	Work with involuntary and mandated clients
CHCCDE004	Implement participation and engagement strategies
CHCCSL002	Apply specialist interpersonal and counselling interview skills
CHCCSL003	Facilitate the counselling relationship and process
CHCCSL004	Research and apply personality and development theories
CHCCSL005	Apply learning theories in counselling
CHCCSL006	Select and use counselling therapies
CHCCSM006	Provide case management supervision
CHCCSM007	Undertake case management in a child protection framework
CHCDFV002	Provide support to children affected by domestic and family violence
CHCDFV004	Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities
CHCDFV005	Provide domestic and family violence support in non-English speaking background communities
CHCDFV006	Counsel clients affected by domestic and family violence
CHCDFV007	Work with users of violence to effect change
CHCDFV008	Manage responses to domestic and family violence in family work
CHCDFV009	Establish change promoting relationship with users of domestic and family violence
CHCDFV010	Promote accountability and assist users of domestic and family violence to accept responsibility
CHCDFV011	Establish and maintain the safety of people who have experienced domestic and family violence
CHCDFV012	Make safety plans with people who have been subjected to domestic and family violence
CHCDFV013	Manage domestic and family violence screening and risk assessment processes
CHCDFV01	Provide programs for people who have been subjected to domestic and family violence
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCFAM007	Assist clients to develop parenting arrangements
CHCFAM008	Work within a child inclusive framework
CHCMHS013	Implement trauma informed care
CHCMGT005	Facilitate workplace debriefing and support processes
CHCPOL002	Develop and implement policy
CHCPRP006	Lead own professional development
CHCPRP007	Work within a clinical supervision framework
CHCPRT023	Plan, implement and monitor provision of out of home care
CHCPRP004	Promote and represent the service
CHCYTH005	Develop and implement procedures to enable young people to address their needs
CHCYTH006	Work with young people to establish support networks
CHCYTH007	Undertake youth work in specific communities
CHCYTH008	Support young people to take collective action
HLTAHW049	Work effectively in social and emotional wellbeing
HLTAHW050	Develop a healing framework for social and emotional wellbeing work
HLTAHW051	Respond to loss, grief and trauma
BSBINN801	Lead innovative thinking and practice
BSBLED805	Plan and implement a mentoring program
BSBMGT605	Provide leadership across the organisation
BSBLDR803	Develop and cultivate collaborative partnerships and relationships

Qualification Mapping Information

Release	Comments
Release 2	Release 2. CHC81215 Graduate Certificate in Statutory Child Protection supersedes and is equivalent to Release 1. CHC81215 Graduate Certificate in Statutory Child Protection. Modifications include removal of unused units of competency in response to Skills Reform Ministerial Statement - 9 October 2020. Elective unit removed: CHCDFV014 Provide programs for people who have been subjected to domestic and family violence.
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules Significant changes to core units Supersedes CHC70108

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC81315 Graduate Certificate in Career Development Practice

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules Significant changes to core units Supersedes CHC70308

Qualification Description

This qualification reflects the role of career development practitioners. Practitioners at this level make high level, independent, complex judgements in the context of providing guidance in career development. Their role involves the full responsibility and accountability for all aspects of their work. Practitioners may work independently or in larger service organisations.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Entry Requirements

This qualification is open to individuals who hold:

•	a qualification at diploma level or higher in a discipline related to career development or counselling work

or

•	significant previous experience working in a job role involving the self directed application of knowledge with substantial depth in some areas and the exercise of independent judgement and decision making.

Packaging Rules

Total number of units = 7

•	5 core units

•	2 elective units, consisting of:

◦	up to 2 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCECD011	Manage quality in career development practice
BSBLED807	Establish career development services
BSBLED808	Conduct a career development session
CHCPRP006	Lead own professional development
CHCLEG003	Manage legal and ethical compliance

Elective units

CHCCCS004	Assess coexisting needs
CHCCSL002	Apply specialist interpersonal and counselling interview skills
CHCDIV003	Manage and promote diversity
CHCPRP004	Promote and represent the service
BSBINM601	Manage knowledge and information
BSBLED805	Plan and implement a mentoring program
BSBLED806	Plan and implement a coaching strategy
BSBLED809	Identify and communicate trends in career development
BSBLDR803	Develop and cultivate collaborative partnerships and relationships
TAEDES502A	Design and develop learning resources
TAEDES402A	Use training packages and accredited courses to meet client needs

Qualification Mapping Information

No equivalent qualification

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHC82015 Graduate Certificate in Client Assessment and Case Management

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to core units. Change in packaging rules.

Qualification Description

This qualification reflects the role of those workers who are advanced practitioners in a health and/or community services context and who require a high level of knowledge and skills in case management in order to provide specialist services to clients with complex and diverse needs.

Workers at this level are required to demonstrate autonomy, well-developed judgement, adaptability and responsibility.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Entry Requirements

A minimum 3 year tertiary qualification or equivalent in an associated field

Packaging Rules

Total number of units = 10

7 core units

3 elective units, consisting of:

up to 3 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCSM001	Facilitate goal directed planning
CHCCSM002	Implement case management practice
CHCCSM003	Work with carers and/or families in complex situations
CHCCSM008	Undertake advanced client assessment
CHCDIV003	Manage and promote diversity
CHCPRP006	Lead own professional development
BSBLDR806	Lead and influence ethical practice

Elective units

CHCDFV008	Manage responses to domestic and family violence in family work
CHCDFV009	Establish change promoting relationship with users of domestic and family violence
CHCDFV010	Promote accountability and assist users of domestic and family violence to accept responsibility
CHCDFV011	Establish and maintain the safety of people who have experienced domestic and family violence
CHCDFV012	Make safety plans with people who have been subjected to domestic and family violence
CHCDFV013	Manage domestic and family violence screening and risk assessment processes
CHCFAM002	Work with a child-focused approach
CHCFAM007	Assist clients to develop parenting arrangements
CHCFAM008	Work within a child inclusive framework
CHCPRP007	Work within a clinical supervision framework
BSBLDR803	Develop and cultivate collaborative partnerships and relationships
BSBLED805	Plan and implement a mentoring program
BSBLED806	Plan and implement a coaching strategy

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSS00114 Entry into Care Roles Skill Set

Modification History

Release	Comments
Release 3	Minor change to update Infection Control unit of competency. Equivalent outcomes.
Release 2	Skill Set Requirements updated. Equivalent outcomes.
Release 1	CHCSS00114 Entry into Care Roles Skill Set. New skill set.

Description

This skill set addresses the skills and knowledge required to provide entry level support for basic client care for a range of roles and purposes required within the aged care and disability support sectors. The support provided in client care will be predominantly non-direct, with some basic direct client care, in order to maintain the safety of both the learner and client in care.

For information on delivery and associated job roles, please refer to the relevant Companion Volume Implementation Guide: RTO Factsheet available on VETNet

Units

CHCCCS015	Provide individualised support
HLTWHS002	Follow safe work practices for direct client care
AND one of the following:
HLTINF001	Comply with infection prevention and control policies and procedures
OR
HLTINF006	Apply basic principles and practices of infection prevention and control

Pathways Information

The units provide credit towards the Certificate III in Individual Support and other qualifications that allow for selection of these units.

Licensing/Regulatory Information

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.

Skill Set Requirements

Not Applicable.

Target Group

This skill set is for individuals who use introductory care practices to support fully qualified carers within an aged care or disability support environment. Candidates who complete this skill set would be equipped with the skills and knowledge required to undertake job tasks to support fully qualified carers, such as making beds, providing assistance to maintain a clean environment and communicating with carers as part of the support service.

Suggested words for Statement of Attainment

These units of competency from HLT Health and CHC Community Services Training Packages meet industry requirements for basic entry level care in aged care and disability support contexts.

CHCSS00122 Client-oriented Service Delivery

Modification History

Not applicable.

Description

A set of skills for engaging in direct client care work in the aged care, home and community care, and disability support sectors.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
BSBSTR301	Contribute to continuous improvement
CHCCCS031	Provide individualised support
CHCCCS036	Support relationships with carer and family
CHCCOM002	Use communication to build relationships

Target Group

This skill set is for individuals who hold a qualification at Certificate III level or higher in Community Services, Health or a related field, and work in support or care worker roles providing direct client care in a range of contexts, including aged care, home and community care and disability support.

Suggested words for Statement of Attainment

These units of competency provide a set of skills for direct client care work in the aged care, home and community care, and disability support sectors.

CHCSS00123 Dementia Support

Modification History

Not applicable.

Description

A set of skills for work supporting people with dementia.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCAGE011	Provide support to people living with dementia
CHCCCS044	Follow established person-centred behaviour supports

Target Group

This skill set is for individuals who hold a qualification at Certificate III level or higher in Community Services, Health or a related field, work in various care and support roles, and who wish to develop skills in supporting people with dementia.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills to assist in supporting people with dementia.

CHCSS00124 Disability Work - Behaviour Support

Modification History

Not applicable.

Description

A set of skills for work supporting people with disability who require positive behaviour support.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCCCS005	Conduct individual assessments
CHCCCS044	Follow established person-centred behaviour supports
CHCDIS016	Develop and promote positive person-centred behaviour supports

Target Group

This skill set is for individuals who hold a qualification at Certificate III level or higher in Community Services, Health or a related field who wish to develop skills in supporting people with disability requiring positive behaviour support.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills for work in supporting people with disability with behaviours of concern.

CHCSS00125 Entry to Certificate IV in Disability Support

Modification History

Not applicable.

Description

A set of skills that contribute towards satisfying the entry requirements for the Certificate IV in Disability Support.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCCCS041	Recognise healthy body systems
CHCDIS020	Work effectively in disability support
HLTINF006	Apply basic principles and practices of infection prevention and control

Target Group

This skill set is for individuals who hold a qualification at Certificate III level or higher in Community Services, Health or a related field, work in disability support roles, and wish to gain entry to the Certificate IV in Disability Support.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills to contribute towards satisfying the entry requirements of the Certificate IV in Disability Support.

CHCSS00126 Facilitate Independent Travel

Modification History

Not applicable.

Description

A set of skills for work supporting people from a range of client groups, to facilitate independence through developing knowledge, skills and confidence in using public transport.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCCCS034	Facilitate independent travel

Target Group

This skill set is for people working in various care and support roles in the community services sector who wish to develop skills in supporting people with independent travel.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills for work contributing to facilitating independent travel and use of public transport

CHCSS00127 High Support and Complex Care - Aged Care

Modification History

Not applicable.

Description

A set of skills for work supporting people with complex care needs requiring high levels of support in an aged care work context, within the delegations of an established individualised plan.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package and HLT Health Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCAGE009	Provide services for older people
CHCAGE010	Implement interventions with older people to reduce risk
CHCAGE011	Provide support to people living with dementia
CHCPAL003	Deliver care services using a palliative approach
HLTHPS006	Assist clients with medication

Target Group

This skill set is for individuals who hold a qualification at Certificate III level or higher in Community Services, Health or a related field, work in various care and support roles who wish to develop skills in supporting people with complex care needs requiring high levels of support in an aged care work context, within the delegations of an established individualised plan.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package and HLT Health Training Package provide a set of skills for work in supporting people with complex care needs requiring high levels of support in an aged care work context, within the delegations of an established individualised plan.

CHCSS00128 High Support and Complex Care - Disability Support

Modification History

Not applicable.

Description

A set of skills for work supporting people with complex care needs requiring high levels of support in a disability work context.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package and HLT Health Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCCCS041	Recognise healthy body systems
CHCDIS013	Assist with communication using augmentative and alternative communication methods
CHCDIS015	Develop and provide person-centred service responses
CHCDIS019	Provide person-centred services to people with disability with complex needs
CHCDIS020	Work effectively in disability support
CHCDIS023*	Provide specialised support
HLTHPS006	Assist clients with medication
Note: Units marked with an * have one or more prerequisites

Target Group

This skill set is for individuals who hold a qualification at Certificate III level or higher in Community Services, Health or a related field, work in various care and support roles who wish to develop skills in supporting people with complex care needs requiring high levels of support in a disability work context.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package and HLT Health Training Package provide a set of skills for work in supporting people with complex care needs requiring high levels of support in a disability work context.

CHCSS00129 Individual Support - Ageing

Modification History

Not applicable.

Description

A set of skills for providing person-centred support to older people in various settings, within the delegations of an established individualised plan.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCAGE011	Provide support to people living with dementia
CHCAGE013	Work effectively in aged care
CHCCCS038	Facilitate the empowerment of people receiving support
CHCCCS031	Provide individualised support
CHCPAL003	Deliver care services using a palliative approach

Target Group

This skill set is for individuals who hold a qualification at Certificate III level or higher in Community Services, Health or a related field, work in various care and support roles and who wish to develop skills in providing person-centred support to older people, within the delegations of an established individualised plan.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills for work in providing person-centred support to older people, within the delegations of an established individualised plan.

CHCSS00130 Individual Support - Disability

Modification History

Not applicable.

Description

A set of skills for providing person-centred support to people with disability in various settings.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCCCS038	Facilitate the empowerment of people receiving support
CHCDIS011	Contribute to ongoing skills development using a strengths-based approach
CHCDIS012	Support community participation and social inclusion
CHCDIS020	Work effectively in disability support

Target Group

This skill set is for individuals who hold a qualification at Certificate III level or higher in Community Services, Health or a related field, work in various care and support roles and who wish to develop skills in providing person-centred support to people with disability.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills for work in providing support to people with disability.

CHCSS00131 Individual Support - Home and Community (Ageing)

Modification History

Not applicable.

Description

A set of skills for providing person-centred support to older people in home and community settings, within the delegations of an established individualised plan.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCAGE011	Provide support to people living with dementia
CHCAGE013	Work effectively in aged care
CHCCCS031	Provide individualised support
CHCCCS036	Support relationships with carer and family
CHCCCS037	Visit client residence
CHCCCS038	Facilitate the empowerment of people receiving support
CHCPAL003	Deliver care services using a palliative approach

Target Group

This skill set is for individuals who hold a qualification at Certificate III level or higher in Community Services, Health or a related field, work in various care and support roles and who wish to develop skills in home and community support for older people, within the delegations of an established individualised plan.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills for work in providing support to people in home and community settings, within the delegations of an established individualised plan.

CHCSS00132 Individual Support - Home and Community (Disability)

Modification History

Not applicable.

Description

A set of skills for providing person-centred support to people with disability in home and community settings.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCCCS031	Provide individualised support
CHCCCS036	Support relationships with carer and family
CHCCCS037	Visit client residence
CHCCCS038	Facilitate the empowerment of people receiving support
CHCDIS020	Work effectively in disability support

Target Group

This skill set is for individuals who hold a qualification at Certificate III level or higher in Community Services, Health or a related field, work in various care and support roles and who wish to develop skills in home and community support for people with disability.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills for work in providing support to people in home and community settings.

CHCSS00133 Induction to Disability Support

Modification History

Not applicable.

Description

A set of skills for supporting the induction of new workers into a variety of roles supporting people with disability.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package and HLT Health Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCCCS031	Provide individualised support
CHCCCS038	Facilitate the empowerment of people receiving support
CHCCOM005	Communicate and work in health or community services
CHCDIS020	Work effectively in disability support
HLTWHS002	Follow safe work practices for direct client care

Target Group

This skill set is for individuals who are entering the disability sector.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package and HLT Health Training Package provide a set of skills for induction into the disability sector.

CHCSS00134 Leadership in Disability Support

Modification History

Not applicable.

Description

A set of skills for work in leadership roles within a disability support service.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the BSB Business Services and CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
BSBLDR411	Demonstrate leadership in the workplace
BSBLDR413	Lead effective workplace relationships
CHCDIS018	Facilitate ongoing skills development using a person-centred approach
CHCDIS020	Work effectively in disability support
CHCLEG003	Manage legal and ethical compliance

Target Group

This skill set is for individuals who hold a qualification at Certificate III level or in Community Services, Health or a related field, work in disability support roles and who wish to develop skills in leadership.

Suggested words for Statement of Attainment

These units of competency from the BSB Business Services and CHC Community Services Training Package provide a set of skills for work in disability support leadership.

CHCSS00135 Mealtime Support

Modification History

Not applicable.

Description

A set of skills for work supporting people from a range of client groups to engage in positive mealtime experiences. It includes meal preparation, food service and mealtime support.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCAGE012	Provide food service
CHCCCS042	Prepare meals
CHCCCS043	Support positive mealtime experiences

Target Group

This skill set is for individuals providing or assisting with meals in a care or support environment, who wish to develop skills in supporting people to engage in positive mealtime experiences.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills for work supporting people to engage in positive mealtime experiences.

CHCSS00136 NDIS Coordinator of Supports

Modification History

Not applicable.

Description

A set of skills for collaborating with a participant to deliver support coordination services within the National Disability Insurance Scheme (NDIS).

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCCCS038	Facilitate the empowerment of people receiving support
CHCDIS020	Work effectively in disability support
CHCDIS021	Prepare for NDIS support coordination
CHCDIS022*	Coordinate NDIS participant support

Target Group

This skill set is for individuals working in disability support, who wish to develop skills in delivering support coordination services to NDIS participants.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills for work in delivering NDIS support coordination services.

CHCSS00137 Palliative Approach

Modification History

Not applicable.

Description

A set of skills for work supporting people requiring palliative care, within the delegations of an established individualised plan.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCCCS017	Provide loss and grief support
CHCCCS036	Support relationships with carer and family
CHCCCS038	Facilitate the empowerment of people receiving support
CHCPAL003	Deliver care services using a palliative approach

Target Group

This skill set is for individuals who hold a qualification at Certificate III level or higher in Community Services, Health or a related field, work in various care and support roles and who wish to develop skills in supporting people who require palliative care, within the delegations of an established individualised plan.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills for work in supporting people who require palliative care, within the delegations of an established individualised plan.

CHCSS00138 Mental Health Assistance

Modification History

Not applicable.

Description

A set of skills for work providing care or support to assist people who have mental health support needs, within the delegations of an established individualised plan.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCMHS001	Work with people with mental health issues
CHCMHS004	Work collaboratively with the care network and other services

Target Group

This skill set is for individuals who hold a qualification at Certificate IV level or higher in Community Services, Health or a related field, working in various care and support roles, who wish to develop skills in providing care and support to assist people with mental health support needs, within the delegations of an established individualised plan.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills for work in supporting people who have mental health support needs, within the delegations of an established individualised plan.

CHCSS00139 Team Leader

Modification History

Release 2	Minor release. Metadata corrected
Release 1	Supersedes and is equivalent to CHCSS00091 Team Leader, Updated units of competency.

Description

This skill set reflects the skill requirements for leading and coordinating teams in the health or community services sectors.

Pathways Information

Achievement of these units provides credit towards a range of qualifications within the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCMGT003	Lead the work team
PSPGEN124	Provide workplace coaching
CHCPRP003	Reflect and improve own professional practice

Target Group

This skill set is for workers seeking to broaden their skills who hold a qualification at Certificate III level or higher in a related field or who have skills equivalent to the qualification requirement validated through a recognition of prior learning process.

Suggested words for Statement of Attainment

These competencies from the CHC Community Services Training Package meet industry requirements for leading and coordinating teams in the health or community services sectors.

CHCSS00140 Case Management Skill Set

Modification History

Not applicable.

Description

This Skill Set provides a set of skills for case management work in the community services sector in various contexts.

Pathways Information

Achievement of these units may provide credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCCSM012	Coordinate complex case requirements
CHCCSM013	Facilitate and review case management
CHCCSM016	Undertake advanced assessments

Target Group

This Skill Set is targeted at individuals with existing qualifications in community services, or experience in community services roles who are seeking additional skills in case management.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills for case management work in various community services contexts.

CHCSS00141 Child Protection Skill Set

Modification History

Not applicable.

Description

This Skill Set provides a set of skills for undertaking child protection functions in a variety of roles in the community services sector. Work may involve providing support to children, families or communities.

Pathways Information

Achievement of these units may provide credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCPRT025	Identify and report children and young people at risk
CHCPRT026	Support the rights and safety of children and young people
CHCPRT027	Work collaboratively to maintain an environment safe for children and young people
CHCMHS007	Work effectively in trauma informed care

Target Group

This Skill Set is targeted at individuals currently working in the child protection sector or with existing qualifications or experience in community services roles seeking to broaden their skills in child protection.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills for supporting children, families or communities in a child protection context.

CHCSS00142 Mediation Skill Set

Modification History

Not applicable.

Description

This Skill Set provides a set of skills for acting as a mediator in a community services context.

Pathways Information

Achievement of these units may provide credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCMED004	Prepare for mediation
CHCMED005	Facilitate mediation
CHCMED006	Consolidate and conclude mediation

Target Group

This Skill Set is targeted at individuals seeking to broaden their existing skills to include mediation.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills for people acting as mediators in a community services context.

CHCSS00143 Provide Family Support Services Skill Set

Modification History

Not applicable.

Description

This Skill Set provides a set of skills for delivery of family support services in the community services sector.

Pathways Information

Achievement of these units may provide credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCCOM002	Use communication to build relationships
CHCMHS007	Work effectively in trauma informed care
CHCPRT025	Identify and report children and young people at risk
CHCPRT026	Support the rights and safety of children and young people
CHCYTH023	Work effectively with young people and their nominated carer or families

Target Group

This Skill Set is targeted at individuals working in the community services sector who are seeking additional skills in providing family support services.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills to provide family support services.

CHCSS00144 Supporting Children and Families with Complex Needs

Modification History

Not applicable.

Description

This Skill Set provides a set of skills for delivering services and support to children and families with complex needs in the community services sector.

Pathways Information

Achievement of these units may provide credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCCCS009	Facilitate responsible behaviour
CHCECE052	Plan service and supports for children and families
CHCPRP003	Reflect on and improve own professional practice

Target Group

This Skill Set is targeted at individuals with existing qualifications or experience in community services roles seeking to broaden their skills in supporting children and families with complex needs.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills for delivering services and support to children and families with complex needs in the community services sector.

CHCSS00145 Working with Families

Modification History

Not applicable.

Description

This Skill Set provides a set of skills for working with families in a specific area of practice in the community services sector.

Pathways Information

Achievement of these units may provide credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCCOM002	Use communication to build relationships
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCMHS005	Provide services to people with co-existing mental health and alcohol and other drugs issues
CHCPRT029	Work within a practice framework
CHCYTH023	Work effectively with young people and their nominated carer or families

Target Group

This Skill Set is targeted at individuals working in a specific area of practice in the community services sector who are seeking skills to work with families.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills to work with families.

CHCSS00146 Working in a Child Safe Environment

Modification History

Not applicable.

Description

This Skill Set provides a set of skills for undertaking work in a child-safe environment, across a variety of roles and multiple settings in the community. Work may involve providing support to children, families or communities.

Pathways Information

Achievement of these units may provide credit towards a range of qualifications in the CHC Community Services Training Package.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this Skill Set at the time of publication.

Skill Set Requirements

Unit code	Unit title
CHCPRT025	Identify and report children and young people at risk
CHCPRT026	Support the rights and safety of children and young people
CHCYTH013	Engage respectfully with young people

Target Group

This Skill Set is targeted at individuals currently employed or volunteering in the child protection sector or with existing qualifications or experience in community services seeking to broaden their skills in child protection.

Suggested words for Statement of Attainment

These units of competency from the CHC Community Services Training Package provide a set of skills to provide support to children, families or communities in a child-safe context.

CHCAGE001 Facilitate the empowerment of older people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to respond to the goals and aspirations of older people and provide support services in a manner that focuses on improving health outcomes and quality of life, using a person-centred approach.

This unit applies to support workers in residential or community 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop relationships with older people	1.1 Conduct interpersonal exchanges in a manner that promotes empowerment and develops and maintains trust and goodwill 1.2 Recognise and respect older people’s social, cultural and spiritual differences 1.3 Maintain confidentiality and privacy of the person within organisation policy and protocols 1.4 Work with the person to identify physical and social enablers and disablers impacting on health outcomes and quality of life 1.5 Encourage the person to adopt a shared responsibility for own support as a means of achieving better health outcomes and quality of life
2. Provide services to older people	2.1 Identify and discuss services which empower the older person 2.2 Support the older person to express their own identity and preferences without imposing own values and attitudes 2.3 Adjust services to meet the specific needs of the older person and provide services according to the older person’s preferences 2.4 Provide services according to organisation policies, procedures and duty of care requirements
3. Support the rights of older people	3.1 Assist the older person to understand their rights and the complaints mechanisms of the organisation 3.2 Deliver services ensuring the rights of the older person are upheld 3.3 Identify breaches of human rights and respond appropriately 3.4 Recognise signs consistent with financial, physical or emotional abuse or neglect of the older person and report to an appropriate person 3.5 Assist the person to access other support services and the complaints mechanisms as required
4. Promote health and re-ablement of older people	4.1 Encourage the older person to engage as actively as possible in all living activities and provide them with information and support to do so 4.2 Assist the older person to recognise the impact that changes associated with ageing may have on their activities of living 4.3 Identify strategies and opportunities that maximise engagement and promote healthy lifestyle practices 4.4 Identify and utilise aids and modifications that promote individual strengths and capacities to assist with independent living in the older person’s environment 4.5 Discuss situations of risk or potential risk associated with ageing

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE001 Facilitate the empowerment of older people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

responded to the goals and aspirations of at least 2 older people, 1 in a simulated environment and 1 in the workplace:

employing flexible, adaptable and person-centred approaches to empower the individual

recognising and responding appropriately to situations of risk or potential risk

used oral communication skills to maintain positive and respectful relationships

Knowledge 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:

structure and profile of the aged care sector:

residential aged care sector

home and community support sector

current best practice service delivery models

relevant agencies and referral networks for support services

key issues facing older people, including:

stereotypical attitudes and myths

the impact of social devaluation on an individual’s quality of life

implications for work in the sector, including:

concepts of positive, active and healthy ageing

rights-based approaches

person-centred practice

consumer directed care

palliative approach

empowerment and disempowerment

re-ablement and effective re-ablement strategies

the ageing process and related physiological and psychological changes, including sexuality and gender issues

strategies that the older person may adopt to promote healthy lifestyle practices

legal and ethical considerations for working with older people, including:

codes of practice

discrimination

dignity of risk

duty of care

human rights

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

work health and safety

indicators of abuse and/or neglect, including:

physical

sexual

psychological

financial

reporting requirements for suspected abuse situations

the impact of own attitudes on working with older people

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

relevant organisation policies and procedures

relevant aids to assist with independent living

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAGE002 Implement falls prevention strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to work in partnership with older people and their carer/s to implement strategies to minimise the risk of falls.

This unit applies to support workers in a residential or community context. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to implement falls prevention strategies	1.1 Determine identified strategies which can be implemented within role and responsibilities and discuss with supervisor or relevant health professional 1.2 Interpret findings of the assessment and explain relevant information to the older person and their carer clarifying any requirements 1.3 Seek the older persons’ permission, cooperation and commitment by communicating in a supportive and encouraging manner that is respectful of the older person and their carer's level of understanding, cultural background, needs and rights
2. Identify potential risk of falls	2.1 Discuss the older person’s concerns about falling and how they have coped with previous falls in a manner respectful of their privacy, dignity, wishes and beliefs 2.2 Discuss the support of carers where appropriate 2.3 Identify and explore lifestyle, health and mobility factors with the older person, that might affect the level of risk 2.4 Determine the older person’s physical indicators of risk of falls using appropriate tools and methodologies within scope of role 2.5 Determine the older person’s risk factors based on findings in collaboration with supervisor and/or relevant health professional 2.6 Identify the older person’s needs, issues and concerns outside scope of practice and refer to appropriate supervisor, health professional or agency in line with organisation procedures
3. Implement falls prevention strategies	3.1 Identify and explain options to minimise the risk of falls and include opportunities for the older person and carer to contribute where appropriate 3.2 Work with the older person and their carers to identify and implement strategies that are consistent with their safety needs, priorities, preferences and specific requirements 3.3 Implement strategies in a safe and effective manner that minimises the older person’s discomfort 3.4 In collaboration with the older person and carers, decide how strategies can be tested and how success will be measured and communicated within the support team
4. Monitor falls prevention strategies	4.1 Work with the older person and their carers to review and measure the outcomes of falls prevention strategies 4.2 Share and celebrate positive results with the older person, carers, supervisor or health professional as appropriate 4.3 Identify when and why strategies are not having the desired result and any indicators of increased risk 4.4 Determine future strategies and actions including referral to other services in consultation with the older person, carers and health professional 4.5 Complete, maintain and store all relevant documentation and reports according to organisation policy and protocols

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE002 Implement falls prevention strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

implemented falls prevention strategies for at least 2 older people and monitored and evaluated those strategies in a collaborative, positive and respectful manner

Knowledge 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:

the ageing process and how it might affect the risk of falls

factors, including stroke, contributing to the risk of falls and their impact on older people and their carers

normal posture, gait and balance and how to recognise deviations

medical causes of falls, including stroke and how to recognise signs of those causes

the physical and psychological effects of falls on older people and their carers

falls prevention strategies and indicators of when a strategy should be halted

legal and ethical considerations for working with older people, including:

duty of care

human rights

privacy, confidentiality and disclosure

work health and safety

documentation requirements including the importance of accurate, objective and appropriately detailed records

Assessment Conditions

Skills must have been demonstrated in an ageing support workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the older person. The following conditions must be met for this units:

use of suitable facilities, equipment and resources, including:

relevant risk assessment tools

relevant organisation policies and procedures

Overall, assessment must involve workplace interactions with older people, colleagues and families/carers.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAGE006 Provide food services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to apply basic food safety practices including personal hygiene and conduct.

This unit applies to workers in a food services environment.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Comply with the food safety program	1.1 Read and interpret the food safety program 1.2 Ensure personal hygiene requirements are met and follow hygiene procedures 1.3 Report health conditions and/or illness as required 1.4 Wear clothing and footwear appropriate for food handling tasks 1.5 Identify and report processes or practices which are not consistent with the program, taking corrective action within the level of responsibility 1.6 Maintain the workplace in a clean and tidy order to meet workplace standards 1.7 Identify opportunities to address waste minimisation, environmental responsibility and sustainable practice issues
2. Receive and store food deliveries	2.1 Receive and check food deliveries against organisation records 2.2 Handle food hygienically and in accordance with manual handling principles 2.3 Ensure selected food storage environments are appropriate to specific food type 2.4 Maintain appropriate environmental conditions for specific food types 2.5 Ensure storage area is kept free from contaminants
3. Prepare foods as required	3.1 Identify a range of foods to meet the nutritional needs of the client groups 3.2 Accurately follow standard recipes to ensure product consistency, nutritional integrity and to minimise wastage 3.3 Prepare appropriate meals for specific client groups in an appetising and attractive manner 3.4 Modify food texture to meet the needs of client groups and to meet enterprise standards 3.5 Serve and plate meals appropriate to the setting, using appropriate portion control equipment as required 3.6 Evaluate meals against organisation standards
4. Distribute meals and refreshment to clients	4.1 Check each meal against appropriate documentation prior to delivery 4.2 Check room numbers, bed numbers and client name against appropriate documentation 4.3 Consider the position of the food trolley to minimise handling, complete meal tray assembly and check for accuracy according to established routines and procedures 4.4 Refill water jugs to address specific client requirements according to established policy and procedure 4.5 Prepare beverage utensils for use 4.6 Reheat meals, if required, according to food regulations 4.7 Replace missing or incorrect meals and/or beverages with appropriate meals and/or beverages 4.8 Deliver meals and/or beverages and leave in the appropriate place for client within the designated timeframe 4.9 Assist client to sit up if required, in accordance with role, organisation policy and under the direction of an appropriate health professional
5. Collect utensils and meal trays	5.1 Collect trays and all utensils after client has finished eating 5.2 Check tray for foreign objects, report appropriately and stack tray safely on trolley 5.3 Return dirty beverage utensils and empty water jugs for cleaning 5.4 Maintain stock of clean beverage utensils 5.5 Seek client feedback on general acceptance/satisfaction with meals and forward feedback to appropriate personnel according to enterprise procedures 5.6 Report insufficient food or fluid intake to the appropriate personnel according to enterprise procedures and within scope of work role

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE006 Provide food services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

carried out work responsibilities to meet the requirements of the food safety program on at least 3 separate occasions, 1 in a simulated environment and 2 in the workplace

distributed meals and collected trays and utensils on at least 6 separate occasions

Knowledge 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:

current food safety legislation relevant to jurisdiction and food service

food safety and food handling policies and procedures of organisation

safe storage of food including storing to minimise manual task risks, including:

storing heavier loads between knee and waist height

minimising double handling

nutritional values, food groups, the Australian dietary guidelines, and the Australian standards for texture modified foods and fluids

specific dietary requirements, including:

coeliac

diabetes

food allergies

food intolerances

cultural requirements

swallowing problems and importance of food texture modification

clothing and footwear requirements for working in and/or moving between food handling areas:

personal clothing maintenance

laundering

storage requirements

possible consequences of not following these procedures

personal hygiene practices and their relationship to infection control, and the reporting of illness as required by the food safety program

responsibilities for maintaining the work area in a clean and tidy state

suitable standards for materials, equipment and utensils used in the food handling area.

use and storage of cleaning equipment as required to carry out own work responsibility

waste collection, recycling and handling procedures relevant to own work responsibilities

Assessment Conditions

The following aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace:

carried out work responsibilities to meet the requirements of a food safety program

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

food safety program policies and procedures

menus and recipes and associated ingredients

beverages and drinking equipment

food preparation and reheating facilities and equipment

food storage equipment and facilities

appropriate clothing and footwear for food handing

cleaning equipment

hand washing facilities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAGE007 Recognise and report risk of falls

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work in partnership with a person and their family, carer or others identified by the person to recognise and report the risk of falls.

This unit applies to support workers in a residential or community context. Work performed requires some discretion and judgement and may be carried out under regular direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Aged Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Recognise potential risk of falls.	1.1. Consult with supervisor and the person to ascertain lifestyle, health and mobility factors that might increase the risk of falls for the person. 1.2. Provide opportunities for the person and their family, carer or others identified by the person to contribute and ask questions. 1.3. Establish needs, issues and concerns of the person which are outside scope of own practice and refer to supervisor or health professional according to organisational policies and procedures. 1.4. Recognise physical indicators of risk of falls and document according to organisational policies and procedures. 1.5. Recognise environmental factors that may contribute to falls and document according to organisational policies and procedures.
2. Report risk of falls.	2.1. Report risk of falls to supervisor or health professional according to organisational policies and procedures and in accordance with legal and ethical considerations. 2.2. Maintain the privacy and dignity of the person when reporting risk of falls. 2.3. Complete and store documentation and reports according to organisation policies and procedures and update according to changes in the person’s circumstances.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE007 Recognise and report risk of falls

Modification History

Not applicable.

Performance Evidence

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

identify indicators of falls risk for at least two people, including at least one physical risk and one environmental risk

report each of the above falls risks according to organisational policies and procedures, maintaining the privacy and dignity of the person.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

the ageing process and how it might affect the risk of falls

factors contributing to the risk of falls and their impact on people and their family or carer:

environmental

physical

emotional

effects of medication

how to recognise a change in the person’s normal posture, gait and balance

medical causes of falls, and how to recognise signs of those causes

the physical and psychological effects of falls on people and their family or carer

communication practices for working with people that promote respect and empowerment

legal and ethical considerations and organisational policies and procedures for working with people:

duty of care

dignity of risk

human rights

privacy, confidentiality and disclosure

work health and safety

organisational policies and procedures for:

referral to supervisor or health professional

documentation, including the importance of timely accurate, objective and detailed records

reporting

storage of information.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person.

Assessment must ensure access to:

resources relating to falls prevention that are used within the workplace

organisational policies and procedures

opportunities for engagement with people and their family, carer or others identified by the person and others involved in service provision.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAGE008 Implement falls prevention strategies

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work in partnership with a person and their family, carer or others identified by the person to implement strategies to minimise the risk of falls, according to an individualised plan.

This unit applies to support workers in a residential or community context. Work performed requires some discretion and judgement and may be carried out under direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

CHCAGE007 Recognise and report risk of falls

Unit Sector

Aged Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to implement falls prevention strategies.	1.1. Discuss the person’s concerns about falling and how they have coped with previous falls, in a manner respectful of their privacy and dignity. 1.2. Discuss requirement for the support of the family, carer or others identified by the person, according to the person’s needs. 1.3. Collaborate with the person to ascertain and explore lifestyle, health, environmental and mobility factors that might affect their level of risk of falls. 1.4. Determine the person’s physical indicators of risk of falls using appropriate tools and methodologies within scope of own job role. 1.5 Confirm the person’s risk factors based on findings, in collaboration with relevant health professional. 1.6 Determine strategies which can be implemented within scope of own role and confirm with relevant health professional.
2. Implement falls prevention strategies.	2.1. Explain options to minimise the risk of falls to the person and their family, carer or others identified by the person, respecting their level of understanding, cultural background and the needs and rights of the person. 2.2. Provide opportunities for the person and their family, carer or others identified by the person to contribute and ask questions. 2.3. Work with the person and their family, carer or others identified by the person to establish and implement strategies that are consistent with the person’s safety needs, priorities, preferences and individual requirements and in accordance with legal and ethical considerations. 2.4. Implement strategies in a safe and effective manner that minimises the person’s discomfort. 2.5. Support the person’s use of assistive technologies in meeting their individual needs. 2.6. Establish needs, issues and concerns of the person that are outside scope of practice and refer to relevant health professional, according to organisational policies and procedures. 2.7. In collaboration with the person and their family, carer or others identified by the person, decide how strategies can be tested and how success will be measured and documented.
3. Monitor falls prevention strategies.	3.1. Work with the person and their family, carer or others identified by the person to review and measure the outcomes of falls prevention strategies. 3.2. Confirm successful strategies in collaboration with the person and document according to organisational policies and procedures. 3.3. Recognise and record when and why strategies are not having the desired result and any indicators of increased risk. 3.4. Consult with the person to determine gaps in assistive technology needs and report according to organisational policies and procedures. 3.5. Determine future strategies and actions, including referral to other services in consultation with the person, their family, carer or others identified by the person and relevant health professional. 3.6. Complete and store documentation and reports according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCAGE002 Implement falls prevention strategies.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE008 Implement falls prevention strategies

Modification History

Not applicable.

Performance Evidence

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

determine and implement falls prevention strategies for at least two people

monitor and evaluate the above strategies in a collaborative, positive and respectful manner.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

the ageing process and how it might affect the risk of falls

factors contributing to the risk of falls and their impact on the person and their family or carer

how to recognise a change in the person’s normal posture, gait and balance

medical causes of falls, and how to recognise signs of those causes

the physical and psychological effects of falls on people and their family or carer

falls prevention strategies and methods of adjusting to meet individual needs

techniques to evaluate the success of falls prevention strategies and indicators of when a strategy should be halted

communication practices for working with people that promote respect and empowerment

scope and breadth of assistive technologies used across the life domains, including but not limited to:

self-care

continence and hygiene

communication

mobility and transferring

cognition and memory loss

vision and hearing

daily living activities

recreation and leisure

education and employment

home and other environments

eating and drinking

pressure area management

carer support

role of assistive technologies in supporting a person’s life activities:

maintaining and promoting independence

enabling inclusion and participation

legal and ethical considerations and organisational policies and procedures for working with people:

duty of care

dignity of risk

human rights

privacy, confidentiality and disclosure

work health and safety

organisational policies and procedures for:

documentation, including the importance of accurate, objective and appropriately detailed records

storage of information

referrals.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person.

Assessment must ensure access to:

facilities, equipment and resources relating to falls prevention that are used within the workplace

risk assessment tools for falls

organisational policies and procedures

individualised plan

opportunities for engagement with people and their family, carer or others identified by the person and others involved in service provision.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAGE009 Provide services for older people

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge to provide services to an older person and to support their family, carer or others identified by the person. It involves following and contributing to an established individualised plan.

This unit applies to workers in a residential or community context, or those in personal care or support services that work with older people. Work performed requires some discretion and judgement and is carried out under regular direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Aged Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Deliver services according to an individualised plan.	1.1. Establish and prioritise the needs, goals and preferences of the older person outlined in their individualised plan. 1.2. Provide services and support activities in consultation with the person, their family, carer or others identified by the person in accordance with legal and ethical considerations and organisational policies and procedures. 1.3. Support the person’s use of assistive technologies in meeting their individual needs. 1.4. Outline and clarify all service providers’ understanding of the individualised plan and their roles and responsibilities. 1.5. Recognise signs consistent with financial, physical or emotional abuse or neglect of the older person and report according to organisational policies and procedures.
2. Liaise and negotiate with appropriate personnel and service providers.	2.1. Support the older person to access and negotiate resources to deliver identified services. 2.2. Support the person to access community support agencies to facilitate the achievement of established goals. 2.3 Recognise when a service or support worker is no longer able to provide the level of service required and take action to minimise disruption to service delivery.
3. Support family, carer or others identified by the person.	3.1. Recognise impact of the older person’s support issues on the family, carer or others identified by the person and refer according to organisational policies and procedures. 3.2. Provide support and respite for family, carer or others identified by the person.
4. Coordinate feedback.	4.1. Explain to the older person, their family, carer, others identified by the person, or service providers the mechanisms for providing feedback on the effectiveness of the individualised plan. 4.2. Seek feedback from the person and their family, carer or others identified by the person and report to supervising health professional. 4.3. Support the person to seek advice and assistance from relevant health professionals when their goals are not being reached. 4.4. Consult with the person to determine gaps in assistive technology needs and report according to organisational policies and procedures. 4.5. Obtain feedback from service providers on the effectiveness of the individualised plan and report to supervising health professional.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCAGE003 Coordinate services for older people.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE009 Provide services for older people

Modification History

Not applicable.

Performance Evidence

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

provide services according to an individualised plan for at least three older people requiring different levels or types of support, including provision of support to their family, carer or others identified by the person

seek feedback and report on effectiveness of service provision to each of the above older people.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

aspects of elder abuse:

indications of neglect and abuse

emotional impact of abuse

management and reporting of issues surrounding abuse

manifestations and presentation of common health problems associated with ageing, appropriate actions in response to these problems and when to refer

role and function of health professionals and services involved in the provision of services to older people:

families, carers and others identified by the person

colleagues

health professionals and services

community and other support services

support services for families and carers

principles and practices of case management

mechanisms used to seek feedback from older people and others regarding the effectiveness of an individualised plan

scope and breadth of assistive technologies used across the life domains, including but not limited to:

self-care

continence and hygiene

communication

mobility and transferring

cognition and memory loss

vision and hearing

daily living activities

recreation and leisure

education and employment

home and other environments

eating and drinking

pressure area management

carer support

role of assistive technologies in supporting a person’s life activities:

maintaining and promoting independence

enabling inclusion and participation

legal and ethical considerations and organisational policies and procedures for working with older people:

duty of care

dignity of risk

human rights

privacy, confidentiality and disclosure

work health and safety

organisational policies and procedures for:

provision of service and support activities

documentation, including the importance of accurate, objective and appropriately detailed records

storage of information

referrals.

Assessment Conditions

Skills must be demonstrated in an ageing support workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the older person.

Assessment must ensure access to:

individualised plans for the support of older people

facilities, equipment and resources relevant to individualised plans that are used within an ageing support workplace

organisational policies and procedures

opportunities for engagement with older people and their family, carer, others identified by the person and others involved in service provision.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAGE010 Implement interventions with older people to reduce risk

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work collaboratively with older people and their family, carer or others identified by the person, to implement interventions in the context of an individualised plan to reduce risk.

This unit applies to support workers in a residential or community context. Work performed requires a range of well-developed skills where some discretion and judgement is required. Workers will take responsibility for their own outputs under direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Aged Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assist with preparation for a risk assessment.	1.1. Confirm risk assessment requirements with supervisor or relevant health professional. 1.2. Provide information to the older person and their family, carer or others identified by the person, explaining the risk assessment process and results. 1.3. Provide information to the person and their family, carer or others identified by the person to clarify own role, responsibilities and accountability. 1.4. Provide opportunities for the person and their family, carer or others identified by the person to contribute and ask questions. 1.5. Seek the person’s permission to engage in the assessment process. 1.6. Collaborate with the person and their family, carer or others identified by the person to prepare for risk assessment. 1.7. Communicate in a supportive manner that is respectful of the person and the level of understanding and cultural background of their family, carer or others identified by the person, and the needs and rights of the person.
2. Contribute to the identification of risks.	2.1. Recognise through collaboration with the older person and their family, carer or others identified by the person, factors that might affect their level of risk. 2.2. Assist health professional to conduct risk assessment, maximising participation and minimising discomfort of the person. 2.3. Engage with the person and their family, carer or others identified by the person to determine needs, issues and concerns outside scope of own job role and refer to appropriate supervisor or health professional.
2. Implement risk minimisation strategies.	3.1. Explain options to minimise risk to the older person and their family, carer or others identified by the person. 3.2. Work with the person and their family, carer or others identified by the person to establish risk minimisation strategies that are consistent with the person’s priorities, safety needs and individual requirements and in accordance with legal and ethical considerations. 3.3. Implement strategies in collaboration with the person and their family, carer or others identified by the person, in a manner that minimises discomfort for the person. 3.4. Support family, carer or others identified by the person in contributing to the implementation of strategies.
4. Coordinate feedback on risk minimisation strategies.	4.1. Work with the older person and their family, carer or others identified by the person to ascertain the outcomes of implemented risk minimisation strategies. 4.2. Recognise indicators of increased risk based on feedback from the person and their family, carer or others identified by the person. 4.3. Report feedback from the person and their family, carer or others identified by the person to supervisor or health professional according to organisational policies and procedures. 4.4 Store documentation and reports according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCAGE004 Implement interventions with older people at risk.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE010 Implement interventions with older people to reduce risk

Modification History

Not applicable.

Performance Evidence

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

assist with the assessment of risk and the implementation of risk minimisation strategies for at least two older people, one in a simulated environment and one in the workplace, in a manner that is respectful of the older person’s rights, dignity and privacy

coordinate the collection of feedback from the above older people and their family, carer or others identified by the person and report to supervisor or health professional.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

rights of the older person

responsibility of the organisation to older people

legal and ethical considerations and organisational policies and procedures for working with older people:

duty of care

dignity of risk

human rights

privacy, confidentiality and disclosure

work role boundaries, responsibilities and limitations

major issues, trends and policies relating to the health and wellbeing of older people

standardised tools for risk assessment and the management and monitoring of risks

methods used to determine when a person is feeling discomfort and strategies to address discomfort

major risk areas for older people:

depression and anxiety

environmental

cognitive

lifestyle

cultural

isolation

abuse:

sexual

emotional

physical

financial

systemic

neglect

falls

medication

dehydration

malnutrition:

over and under nutrition

purpose and function of screening tools including the Malnutrition Screening Tool (MST) and Mini Nutritional Assessment (MNA)

when to refer to a dietitian for further assessment

dysphagia

continence

communication practices for working with older people that promote respect and empowerment

restrictive practices:

considerations within the human rights framework

impacts of restrictive practices on a person’s empowerment

instances where restrictive practices may be used as reflected in behaviour support plan

use of authorised restrictive practices as a last resort and proportionate to the risk of potential harm to the person or others

positive proactive approaches to support that eliminate the need to use restrictive practices

physical, psychological and emotional risks related to the use of restrictive practices

use of unauthorised restrictive practices

documentation of use of restrictive practices

organisational policies and procedures for:

collecting feedback

documentation, including the importance of accurate, objective and appropriately detailed records

storage of information

referrals.

Assessment Conditions

All aspects of the performance evidence must be demonstrated using simulation prior to being demonstrated in the workplace, as outlined in the performance evidence.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

risk assessment tools

organisational policies and procedures

opportunities for engagement with older people and their family, carer or others identified by the person and others involved in risk assessment and service provision.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAGE011 Provide support to people living with dementia

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to provide person-centred care and support to people living with dementia. It involves following an established individualised plan.

This unit applies to workers in a residential or community context, including family homes. Work performed requires some discretion and judgement and may be carried out under direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Aged Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to provide support to people living with dementia.	1.1. Read individualised plan and familiarise self with the specific needs and preferences of the person living with dementia. 1.2. Apply person-centred care approaches to all interactions with the person living with dementia. 1.3. Communicate with the person, their family, carer or others identified by the person, to provide and maintain a stable and familiar environment that supports the person’s wellbeing. 1.4. Recognise and refer situations outside scope of own role to supervisor or health professional. 1.5 Recognise signs consistent with abuse or neglect of the person and report according to legislative requirements and organisational policies and procedures.
2. Use effective communication strategies.	2.1. Communicate in a supportive manner that respects the person’s needs, rights and preferences and upholds their dignity. 2.2. Support engagement of the person living with dementia using verbal and non-verbal communication strategies. 2.3. Provide reassurance and use validation strategies with the person to relieve distress and agitation. 2.4. Communicate with families and carers in a supportive manner to provide care information and opportunities for discussion.
3. Support the person to participate in activities according to the individualised plan.	3.1. Work with the person living with dementia, their family, carer or others identified by the person to develop an understanding of the person’s likes, dislikes, strengths and interests. 3.2. Encourage the person to engage in activities that support ongoing independence according to their changing needs and preferences. 3.3. Access information about the person’s reminiscences and routines from the person, their family, carer or others identified by the person, to inform activities that reflect the person’s preferences and provide pleasurable experiences. 3.4. Assist the person to maintain dignity of risk, while balancing duty of care. 3.5. Support the person’s use of assistive technologies relevant to the activity, according to their individual needs.
4. Use a strengths-based approach to meet the person’s needs.	4.1. Refer to the individualised plan to gain awareness of identified behaviour and potential triggers. 4.2. Recognise changes in behaviour of the person living with dementia that indicate stressors including un-met needs. 4.3. Use knowledge of the person to determine strategies to reduce stressors and meet their needs. 4.4. Implement identified strategies to reduce the likelihood of adverse outcomes for the person and others.
5. Complete documentation.	5.1. Observe and document any changes in behaviour of the person living with dementia and report to supervisor. 5.2. Complete, maintain and store documentation according to legislative requirements and organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to CHCAGE005 Provide support to people living with dementia.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE011 Provide support to people living with dementia

Modification History

Not applicable.

Performance Evidence

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

provide support according to an individualised plan, to two different people living with dementia, including:

using a person-centred approach to support, that upholds the rights and dignity of the person

using of communication strategies tailored to the needs of the person

supporting activities that meet the person’s needs

using strategies to minimise adverse outcomes associated with changed behaviour specific to the person, which may impact the person or others

completing reports and documentation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

awareness of current research on dementia

types and causes of dementia, including but not limited to:

Alzheimer’s disease

vascular dementia or multi-infarct dementia

Lewy bodies

excessive alcohol intake or Korsakoff Syndrome

frontotemporal lobar degeneration (FLTD)

Huntington’s disease

Parkinson’s disease

younger onset dementia

dementia as a progressive neurological condition, including pathological features:

amyloid plaques

neurofibrillary tangles

loss of connection between cells and cell death

common indicators and symptoms of dementia

potential interventions and proactive strategies that may be used to address identified behaviour:

identification of triggers

behaviour as an indicator of unmet needs

impact of environment

restrictive practices:

what constitutes a restrictive practice

legislative and regulatory requirements

organisational policies and procedures relating to restricted practices

positive strategies

ethical considerations

documentation requirements

processes for recognising and reporting indicators of injury, infection, illness and pain and the impact on the person’s behaviour

progression of dementia and potential impact on the person living with dementia and their family and carer, including but not limited to:

depression

loss and grieving

anger or aggression toward carer, family or others

despair

delirium

social embarrassment

dysphagia

loss of speech and cognition

loss of inhibition

isolation

self-harm

social devaluation

suicidal ideation

psychosocial implications of the progression of dementia for the person, including but not limited to:

accommodation

financial implications

isolation

heightened vulnerability to abuse and exploitation

principles of a person-centred approach to support activities which:

enhance self-esteem and pleasure

minimise boredom

create a sense of personal value and self-worth

the impact of the environment on supporting a person living with dementia to interact and engage

forms of abuse, neglect and exploitation

methods to engage with the person living with dementia:

verbal and non-verbal communication strategies

culturally sensitive and safe communication strategies

reality orientation

reassuring words, phrases and body language

validation:

acceptance of the person’s reality

acknowledgement

accepting expressions of distress

reminiscence

types of stressors and their impact, including but not limited to:

physical:

infection

nutrition and dehydration

continence

pain

environmental

accumulated

cumulative

role of assistive technologies in supporting a person’s life activities:

maintaining and promoting independence

enabling inclusion and participation

scope and breadth of assistive technologies used across the life domains, including but not limited to:

self-care

continence and hygiene

communication

mobility and transferring

cognition and memory loss

vision and hearing

daily living activities

recreation and leisure

education and employment

home and other environments

eating and drinking

pressure area management

carer support

legal and ethical considerations for working with people living with dementia:

duty of care

dignity of risk

human rights

relevant codes of conduct

legislative and statutory requirements for reporting

privacy, confidentiality and disclosure

mandatory reporting

work health and safety

organisational policies and procedures for:

reporting and documentation, including the importance of accurate, objective and appropriately detailed records

storage of information

referrals.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threaten the dignity of the person living with dementia.

Assessment must ensure access to:

individualised plans for the support of people living with dementia that reflect a range of dementia symptoms and identified behaviour and support services

facilities, equipment and resources relevant to individualised plans that are used when supporting people living with dementia

legislative and statutory instruments related to reporting

organisational policies and procedures

opportunities for engagement with people living with dementia and their family, carer or others identified by the person and others involved in service provision.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAGE012 Provide food service

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to apply basic food safety practices including personal hygiene and conduct and to prepare and distribute meals and beverages to diners.

This unit applies to workers providing service of food in residential, community care or home-care environments. Work may be carried out under direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Aged Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Distribute meals and refreshment.	1.1. Check each meal against order documentation prior to delivery. 1.2. Check the diner’s name and other details against documentation. 1.3. Assemble food for delivery in a manner that minimises handling. 1.4. Complete meal component assembly and check for accuracy according to organisational policies and procedures. 1.5. Refill beverage receptacles and prepare required utensils according to organisational policies and procedures and the needs and preferences of the diner. 1.6. Reheat meals in accordance with food safety regulations. 1.7. Deliver meals and beverages within the designated timeframe and as agreed with the diner, in a manner that reflects the importance of the dining experience. 1.8. Replace missing and incorrect meals and beverages according to the needs of the diner. 1.9. Provide the diner with assistance as outlined in individualised plan, in accordance with scope of own job role and organisational policies and procedures. 1.10. Observe, document and report concerns and changes in dining behaviour according to organisational policies and procedures.
2. Collect utensils and meal trays.	2.1. Collect serving-ware and utensils after the diner has finished eating. 2.2. Maintain an environment and atmosphere conducive to enjoyment of the mealtime for all diners. 2.3. Check trays for foreign objects and report according to organisational policies and procedures. 2.4. Remove items safely and return dirty serving-ware, utensils, beverage utensils and receptacles for cleaning. 2.5. Maintain stock of clean beverage utensils. 2.6. Seek and report on diner feedback regarding satisfaction with meals according to organisational policies and procedures. 2.7. Report insufficient food or fluid intake to supervisor or health professional according to organisational policies and procedures and within scope of own job role.
3. Comply with the food safety program.	3.1. Read and follow the organisation’s food safety program. 3.2. Maintain clean clothing and personal protective equipment and ensure personal hygiene and infection control requirements are met. 3.3. Report personal health conditions that impact on food preparation and take action according to organisational policies and procedures. 3.4.Recognise and report hygiene and food hazards that may negatively affect health and safety of self or others, according to organisational policies and procedures. 3.5. Maintain the workplace in a hygienic condition and report cleaning, sanitising and maintenance requirements according to organisational policies and procedures. 3.6. Maintain hygienic storage and select environmental conditions that avoid contamination of food. 3.7. Handle food hygienically and in accordance with organisational manual handling procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to CHCAGE006 Provide food services.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE012 Provide food service

Modification History

Not applicable.

Performance Evidence

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

carry out work responsibilities to meet the requirements of the food safety program on at least three different occasions, one in a simulated environment and two in the workplace

provide food service to six different diners including:

assembling food and beverage to meet the diner’s requirements

delivering within required timeframes

replacing incorrect items

assisting the diner as required by the individualised plan within the scope of own job role

collecting trays and utensils and returning for cleaning

observing dining behaviour, documenting and reporting issues and concerns including insufficient food or fluid intake, according to organisational policies and procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic aspects of commonwealth, state or territory food safety laws, standards and codes:

meaning of contaminant, contamination and potentially hazardous foods as defined by the Australia New Zealand Food Standards Code

employee and employer responsibility to participate in hygienic practices

role of local government regulators

ramifications of failure to observe food safety law and organisational policies and procedures

contents of organisational food safety program, including procedures and associated requirements

health issues likely to cause a hygiene risk relevant to food safety:

airborne diseases

foodborne illnesses

infectious diseases

hygiene actions that must be undertaken to avoid foodborne illnesses

hand washing procedures

safe storage of food:

storing heavier loads between knee and waist height to minimise manual task risk

minimising double handling

cleaning, sanitising and maintenance requirements relevant to food preparation and storage:

cleaning:

dirt

food waste

grease

pest waste removal

sanitising:

eating and drinking utensils

food contact surfaces

maintenance:

minor faults

use and storage of cleaning equipment required to carry out own work responsibilities

personal health and hygiene practices

procedures for reporting hygiene risks and unsafe work practices, including personal health issues

clothing and footwear requirements for working in and moving between food handling areas:

personal clothing maintenance

laundering

storage requirements

possible consequences of not following these procedures

suitable standards for materials, equipment and utensils used in the food handling area

organisational policies and procedures for:

recognising and reporting hygiene and food safety hazards

maintaining a hygienic workplace

meal tray assembly and preparation of utensils, including use of modified utensils

providing assistance to diners

seeking and reporting on diner feedback

reporting instances of insufficient food or fluid intake.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace:

carried out work responsibilities to meet the requirements of a food safety program.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

organisational policies and procedures

organisational food safety program

individualised plans

food trays and beverage utensils

food preparation and reheating facilities and equipment

food delivery equipment

food storage equipment and facilities

clothing and personal protective equipment for food handing

cleaning equipment

hand washing facilities.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAGE013 Work effectively in aged care

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work effectively in an aged care work context. The unit covers meeting job requirements, complying with organisational requirements and working in an aged care sector context.

This unit applies to individuals who work with older people in a range of community services and health contexts. Work performed requires some discretion and judgement and is carried out under regular direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Aged care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Meet job role requirements.	1.1. Identify own job role requirements from reading position description. 1.2. Discuss own job role requirements with supervisor to clarify and confirm job role scope and expectations. 1.3. Recognise and refer work tasks outside own job role scope to appropriate person according to organisational reporting policies and procedures.
2. Work within organisational requirements.	2.1. Comply with professional conduct requirements. 2.2. Comply with legal and human rights framework requirements relevant to aged care work. 2.3. Communicate and cooperate with interdisciplinary team members. 2.4. Use digital technology to access and share workplace information.
3. Work within an aged care context.	3.1. Read individualised plans to identify tasks. 3.2. Use person-centred communication techniques when carrying out work tasks. 3.3. Seek consent from the person, their family, carer or others identified by the person before commencing care activities. 3.4. Recognise signs of abuse and report according to organisational policies and procedures. 3.5. Record, maintain and store workplace information according to organisational record keeping procedures, and privacy and confidentiality requirements.
4. Implement self-care strategies.	4.1. Monitor own stress level when working with people receiving care. 4.2. Use self-care strategies and seek support if required according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE013 Work effectively in aged care

Modification History

Not applicable.

Performance Evidence

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

undertake work providing care to at least one person in an aged care work context that involves each of the following on at least one occasion:

person-centred communication

identifying tasks from individualised plan

recognising scope of own job role and referrals

complying with professional conduct requirements

recognising and reporting signs of abuse

seeking consent for care activities

working with inter-disciplinary team members

engaging with people and organisation using technology

completing workplace reports and checklists

maintenance and storage of workplace information

meeting privacy and confidentiality requirements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

support practices:

person-centred approaches including upholding autonomy, supporting the person to exercise choice and the person’s right to self-determination

duty of care

dignity of risk

risk areas for abuse and systemic issues

types of abuse

delegation and supervision requirements by health professionals including nurses

legal and human rights frameworks:

role of safeguarding bodies

role of national and State/Territory legislation

role of Office of the Health Ombudsman

mandatory reporting

privacy and confidentiality of information

concepts of consent:

informed

un-informed

industry standards and industry standards body relevant to aged care services

attitudes and stereotypes:

paternalism

ageism

stigma

common misconceptions

dangers of values judgements regarding perceived quality of life

key philosophies and concepts:

person-centred approaches

contemporary view of aged care

difference between care and support

empowerment of the person receiving care

social role valorisation

risks associated with segregating and congregating older people

industry context:

job roles in the aged care sector and scope of practice

reporting lines and delegations including working under supervision

roles of interdisciplinary team members

key organisations within the sector

funding and accreditation systems

cultural diversity, the cultural competency requirement of the role and respect for differences

key issues facing aged care and community support in Australia

psychosocial disability:

impact on the person’s life

differences between psychosocial disability and mental health

episodic nature and additional or alternate supports that may be required during different periods

ways in which psychosocial disability interacts with other disabilities

individualised plans including purpose and key contents

current terminology used in aged care

risk assessment framework in terms of:

personal care worker role

working in a person’s home

assisting a person to engage outside of their regular setting

planning an activity

medication safety

restrictive practices:

types of restrictive practices

parameters for use.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions in the aged care sector.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS012 Prepare and maintain beds

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Application

This unit describes the skills and knowledge required to apply bed making and cleaning practices to a range of beds to ensure that people can safely occupy a clean bed.

This unit applies to workers in a range of settings where beds may be occupied or unoccupied. Where beds in an acute setting are occupied, bed making will usually be performed in an assisting role or under the supervision of an appropriate health professional according to organisation policy.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare area for bed making	1.1 Use personal protective equipment according to organisation policy 1.2 Adjust the height of the bed where possible 1.3 Clear the bed and surrounding areas of any medical and other equipment before stripping the bed 1.4 Check bed linen for displaced personal items, aids and equipment, and place aids and equipment in appropriate area or container
2. Make bed	2.1 Maintain the person’s dignity and privacy 2.2 Strip bed linen, where necessary 2.3 Remove clinical waste and soiled linen and place in appropriate container 2.4 Clean the bed according to established procedures, where necessary 2.5 Place clean bed linen on bed in accordance with organisation procedures 2.6 Re-position existing bed linen 2.7 Ask the person whether they are comfortable, or if they have any specific bed needs 2.8 Handle reusable clean bed linen in accordance with organisation procedures 2.9 Clean mattresses and pillows regularly and on discharge, in accordance with organisation procedures
3. Leave bed ready for occupancy or continued occupancy	3.1 Adjust bed height for occupancy and apply brakes according to bed type 3.2 Keep bed, equipment and aids accessible and leave the bed ready for occupancy 3.3 Report damaged and/or faulty beds, equipment, mattresses, pillows and linen to appropriate personnel 3.4 Clean and return to storage area all cleaning implements 3.5 Dispose of any clinical waste in accordance with organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS012 Prepare and maintain beds

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

prepared and made 5 beds ready for occupancy following correct bed making procedures

Knowledge 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:

bed linen items

organisation policies and procedures including:

bed cleaning

safe handling of soiled linen

hygiene

infection control

personal protective equipment

work health and safety, including processes for controlling for manual task risk factors

clinical waste disposal, including waste minimisation, environmental responsibility and sustainable practice issues

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:

bed

bed linen

sheets

blankets

quilts

pillow cases

doonas

under-blanket

mattress protectors

clinical waste disposal equipment

personal protective equipment

personal aids or belongings in bed

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS022 Facilitate independent travel

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to prepare for, deliver and review travel training provided for individuals or groups who may require assistance to fully take advantage of public transport opportunities.

This unit applies across a range of community services and health contexts, wherever there are individuals who require information, skills and confidence building in order to use public transport for their day to day travel needs.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Prepare to facilitate access to transport	1.1 Consult with client group/individuals to determine objectives in relation to improved access to transport 1.2 Determine any physical and psychological barriers to access to public transport options 1.3 Determine most appropriate modes of travel in consultation with client group/individuals and taking into account local arrangements 1.4 Consult and liaise with travel industry operators to confirm accuracy of information
2. Provide information sessions	2.1 Select learning methods most appropriate for client group/individual 2.2 Provide opportunities for participants to learn about regular and occasional travel options across various transport modes 2.3 Invite transport providers to participate as guest speakers or by providing other learning resources relevant to specified modes of travel 2.4 Demonstrate purpose and advantages of using technology for travel and managing personal safety 2.5 Work collaboratively with participants to navigate timetables and other information sources about available travel options 2.6 Provide information and advice about the use of applications and other search functions, building confidence in their use
3. Provide opportunities to practise travel	3.1 Work collaboratively with participants to determine any risks associated with travel 3.2 Assist participants to develop coping strategies to deal with unexpected events 3.3 Provide opportunities for participants to practise travel accompanied by the travel facilitator, a carer or confident traveller known to the participant 3.4 Work with participants to review their practise travel experiences and focus on building confidence

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS022 Facilitate independent travel

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

completed at least 3 effective sessions with people who require support to access public transport, documenting the outcomes of travel experiences

Knowledge 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:

current practices, philosophies and theories, including:

the social model of health

the impact of social devaluation on an individual's quality of life

competency and image enhancement as a means of addressing devaluation

practices which focus on the individual person

strengths-based practice

active support

person-centred practice

range of travel information available, including the use of applications, social media and other information technology (IT) sources

local transport options and operations

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations has not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources including access to printed timetables and travel information presented as applications, websites or in other digital formats

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS031 Provide individualised support

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to organise, provide and monitor personal support services for a person within the limits established by an individualised plan. The individualised plan refers to the support or service provision plan developed for the person accessing the service and may have different names in different organisations.

This unit applies to workers who provide care or support under direct, indirect or remote supervision. Work is carried out in a manner which supports independence as well as the physical and emotional wellbeing of the person receiving support.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Client Care and Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine personal support requirements.	1.1. Refer to individualised plan to confirm support services to be provided with the person receiving support, their family, carer or others identified by the person. 1.2. Consult with the person, their family, carer or others identified by the person to determine any specific physical, sensory or cultural needs or preferences. 1.3. Discuss and confirm the person’s preferences for personal support and their own level of participation in meeting their support needs in a positive manner that develops and maintains trust. 1.4. Work with the person to determine actions and activities that support the individualised plan and promote the person’s independence and right to informed decision-making. 1.5. Confirm and assemble required equipment, processes and aids, and prepare for support activities according to the person’s individualised plan, their preferences and organisational policies and procedures. 1.6. Recognise requirements outside of scope of own job role and seek support from supervisor.
2. Provide support services.	2.1. Provide support according to the individualised plan, the person’s preferences and strengths, legal and ethical considerations and organisational policies and procedures. 2.2. Support the person’s use of assistive technologies in meeting their individual needs. 2.3. Provide assistance to the person to take pre-packaged medication, in accordance with written direction from a health professional and according to legislative requirements and organisational policies and procedures. 2.4. Respect and include the family, carer and others identified by the person as part of the support team. 2.5. Provide support according to duty of care and dignity of risk considerations, maintaining the privacy of the person according to organisational policies and procedures. 2.6. Provide assistance to maintain a safe and healthy environment that is comfortable for the person, according to organisational policies and procedures for infection control. 2.7. Seek assistance from supervisor when it is not possible to provide required support.
3. Monitor support activities.	3.1. Monitor own work to ensure the required standard of support is maintained. 3.2. Recognise and respond to situations of potential or actual risk within scope of own job role and report to supervisor. 3.3. Involve the person in discussions about how support services are meeting their needs, confirming any requirements for change. 3.4. Recognise signs of additional or unmet needs of the person and report and refer in accordance with organisational policies and procedures. 3.5. Consult with the person to ascertain gaps in assistive technology needs and report according to organisational policies and procedures. 3.6. Participate in discussion with the person and supervisor in a manner that supports the person’s self-determination and respects their rights, privacy and dignity.
4. Complete reporting and documentation.	4.1. Maintain confidentiality and privacy of the person according to organisational policies and procedures. 4.2. Comply with organisational reporting requirements, including reporting observations to supervisor. 4.3. Complete, maintain and store documentation and reports according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to CHCCCS011 Meet personal support needs and CHCCCS015 Provide individualised support.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS031 Provide individualised support

Modification History

Not applicable.

Performance Evidence

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

provide personal support to people with individualised plans, using aids and equipment including devices used by the person, to undertake each of the following in the workplace on three occasions, with simulation to occur prior to being assessed in the workplace, as described in the assessment conditions:

dressing, undressing and grooming

eating and drinking using required mealtime assistance techniques and equipment, ensuring client has physical access

oral hygiene

showering

toileting and the use of continence aids

using slide sheets, hoists, slings and lifters

transferring a person between bed and chair

transferring a person from seated to standing

provide personal support to people with individualised plans, using aids and equipment including devices used by the person, to undertake each of the following in a simulated workplace on two occasions:

bed bathing

shaving

transferring a person in and out of car

falls recovery and

assisting a person to take pre-packaged medication

when performing the above tasks:

confirm support requirements and preferences with the person, their family, carer or others identified by the person

perform risk assessment and engage additional assistance as required

prepare required equipment, aids and appliances according to the individualised plan

provide support in a manner that upholds the rights and dignity of the person and considers duty of care and dignity of risk

monitor support in collaboration with the person, confirming any requirements for change and reporting or referring according to organisational policies and procedures

complete required documentation and reporting according to organisational policies and procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

rationale and processes underpinning individualised support planning and delivery:

basic principles of person-centred practice, strengths-based practice and active support

principles of respectful behaviour

documentation and reporting requirements

roles and responsibilities of different people and the communication between them:

person being supported

family and carer

health professionals

support workers

supervisors

service delivery models in the relevant sector

legal and ethical requirements and how these are applied in an organisation and individual practice:

privacy, confidentiality and disclosure

duty of care

dignity of risk

human rights

discrimination

mandatory reporting

medication

work role boundaries, responsibilities and limitations

processes and procedures for providing support in the following areas according to an individualised plan:

bed bathing

dressing, undressing and grooming

eating and drinking using appropriate mealtime techniques and equipment

mobility

oral hygiene and assisting with oral care:

how to look after natural teeth and gums

denture removal, cleaning and insertion

recognising ill-fitting dentures

effective brushing and alternatives to brushing

shaving

showering

toileting and the use of continence aids

using aids and equipment including devices used by the person

ensuring the person has physical access to necessary aids, equipment and other items required for support

procedures for hazardous manual handling scenarios:

using slide sheets, hoists, slings and lifters

transferring a person between bed and chair

transferring a person from seated to standing

transferring a person in and out of car

falls recovery

restrictive practices:

what constitutes a restrictive practice

legislative and regulatory requirements

organisational policies and procedures relating to restricted practices

positive strategies

ethical considerations

documentation requirements

organisational policies and procedures for:

infection control

assembly of equipment, aids and appliances

privacy and confidentiality of personal information

monitoring support activities and confirming requirements for change

referrals

documenting and reporting

factors that affect people requiring support

procedures for assisting a person to take medication pre-packaged by a pharmacist:

right person

right time

right route

right to refuse

right to be educated

package is not tampered with

medication is within expiry date

escalation if a person is unable to take medication

reporting and documenting:

adverse reactions to medication

refusal of medication

practices that support skill maintenance and development

indicators of unmet needs and ways of responding

scope and breadth of assistive technologies used across the life domains, including but not limited to:

self-care

continence and hygiene

communication

mobility and transferring

cognition and memory loss

vision and hearing

daily living activities

recreation and leisure

education and employment

home and other environments

eating and drinking

pressure area management

carer support

role of assistive technologies in supporting a person’s life activities:

maintaining and promoting independence

enabling inclusion and participation

risk management considerations and ways to respond to identified risks.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment as indicated in the performance evidence. Simulated environments must be designed to reflect conditions and interactions with real people in the workplace.

Tasks outlined in the performance evidence must be demonstrated in simulation prior to being assessed in the workplace.

Assessment must ensure use of suitable facilities, equipment and resources, including:

facilities, equipment and resources that reflect real working conditions and industry operating conditions and contingencies

organisational policies and procedures

individualised plans

equipment and resources outlined in individualised plans

opportunities for engagement with people receiving support services according to an individualised plan or people who participate in simulations and scenarios that involve provision of support services according to an individualised plan.

Assessment tasks for this unit must be developed in collaboration with a health professional and carried out according to standards and guidelines that apply to the health and community services industries. Further detail may be found in the CHC Training Package Companion Volume.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS032 Provide basic foot care

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to determine foot care requirements and prepare and use basic equipment and medicaments for those people not requiring services of a professional podiatrist.

This unit applies to workers who provide care to people according to an established individualised plan in a range of residential and community service contexts. Work may be carried out under direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Client Care and Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for basic foot skin and nail care.	1.1. Confirm that prior assessment has identified need for foot care services within scope of own job role. 1.2. Interpret individualised plan to determine requirements for foot care. 1.3. Prepare a safe and comfortable setting. 1.4. Gather and prepare equipment and materials, including personal protective equipment (PPE), following infection control procedures.
2. Complete care routine.	2.1. Explain foot skin and nail care procedures to the person. 2.2. Assist the person to remove and put on shoes, socks and hosiery where necessary. 2.3. Correctly position the person for foot skin and nail care to minimise risk to the person and the worker. 2.4. Follow infection control procedures when providing service. 2.5. Perform washing, drying, filing and skin care tasks according to the person’s needs as outlined in the individualised plan.
3. Clean and store equipment and materials.	3.1. Collect, handle and dispose of biological waste material according to organisational policies and procedures. 3.2. Clean and store equipment according to manufacturer guidelines, setting protocols and infection control procedures.
4. Document the person’s information.	4.1. Record basic foot skin and nail care services provided according to organisational policies and procedures. 4.2. Recognise and document indicators of foot issues requiring professional attention and make referrals to health professionals in a timely manner.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCCCS013 Provide basic foot care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS032 Provide basic foot care

Modification History

Not applicable.

Performance Evidence

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

provide basic foot care services to at least two people and document information

during the above services, follow established techniques, infection control guidelines and safety procedures for each of the following:

washing and drying of feet

nail filing

skin care

biological waste disposal.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic anatomy and physiology of the foot:

foot and nail pathology

structure and functioning of skin and integuments

indicators suggestive of need for podiatry assistance

ways to minimise risk from manual task risk factors, for both the person and the support worker

principles of basic foot hygiene

infection control procedures

correct use of personal protective equipment (PPE)

nature of common foot and nail complaints and ways to address them

function of medicaments:

emollients

astringents

moisturisers

antiseptics

organisational policies and procedures for:

disposal of biological waste

record keeping

documentation of issues

referrals.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

medicaments

nail files

foot washing equipment

personal protective equipment (PPE)

cleaning, disposal and sterilisation facilities

infection control policies and procedures

organisational policies and procedures

individualised plans

equipment and resources outlined in individualised plans

opportunities for engagement with people with minor foot problems for whom candidates can provide foot care, or people who participate in simulations and scenarios that involve provision of foot care for minor foot problems.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS033 Identify and report abuse

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify signs of abuse, including suspected abuse or allegations of abuse, take appropriate action according to role and responsibilities and minimise the risk of abuse to a person.

This unit applies to workers in a range of community services contexts. Work may be carried out under direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Client Care and Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify signs of abuse, neglect and exploitation.	1.1. Read individualised plan to understand baseline for the person. 1.2. Communicate with the person to ascertain their wellbeing. 1.3. Recognise behavioural and physical indicators of abuse. 1.4. Observe and recognise environmental signs of abuse. 1.5. Recognise signs and signals external to the person which indicate abuse. 1.6. Document concerns and report to supervisor or other relevant professional.
2 Support people experiencing abuse, neglect and exploitation.	2.1. Respond to the person’s physical and mental signs and symptoms of abuse. 2.2. Provide reassurance to the person. 2.3. Determine the course of action required to ensure the safety of the person and confirm the person’s agreement. 2.4. Document the incident or concern and associated communications with the person. 2.5. Determine the person’s understanding and interpretation of the situation and ensuing procedures and provide support relevant to the situation. 2.6. Recognise when to engage additional support and assistance.
3. Complete documentation and reporting.	3.1. Complete documentation complying with legal requirements and organisational policies and procedures. 3.2. Maintain and store documentation according to organisational policies and procedures. 3.3. Reflect on own actions in accordance with statutory obligations and organisational policies and procedures. 3.4. Provide input to the process of improving systems and procedures.
4. Manage the personal impacts of supporting people experiencing abuse, neglect and exploitation.	4.1. Use self-reflection and de-briefing to identify physical, mental and emotional impacts of the incident on self. 4.2. Use appropriate techniques to respond to physical, mental or emotional impacts of the incident. 4.3. Recognise signs of mental and emotional impacts on self that require professional counselling and seek support. 4.4. Use self-reflection to identify personal response strategies that could be used in future to protect own wellbeing.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to CHCCCS021 Respond to suspected abuse.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS033 Identify and report abuse

Modification History

Not applicable.

Performance Evidence

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

recognise and respond to three different scenarios of abuse in accordance with legal requirements and organisational policies and procedures, including:

identifying signs and indicators of abuse

providing support to the person

completing documentation and reporting requirements

identify three indicators of physiological impacts on self of supporting a person who has experienced abuse, neglect or exploitation and identify options for accessing support services.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation, policy and ethical considerations relevant to identifying and reporting abuse and how these are applied in an organisational and individual practice:

regulatory requirements

codes of conduct

duty of care

dignity of risk

human rights:

right to make own decisions

implications when people are unable to exercise their rights

organisation’s responsibility to the care recipient

informed consent

mandatory reporting

compulsory reporting

reportable incidents

privacy, confidentiality and disclosure

types of abuse, neglect and exploitation:

emotional

psychological

financial

physical

sexual

coercion

grooming

undue influence

systemic

relationship between abuse and devaluation

roles, responsibilities and scope of practice of parties involved in supporting people who are at risk of abuse

processes and techniques for responding to an allegation of abuse:

ensuring the safety of the person

listening supportively and reassuring the person

recording information provided accurately and objectively

explaining the process of reporting internally to the person

escalating the issue to the relevant party

supporting the person throughout the process

indicators of abuse, neglect and exploitation:

physical and mental distress

changes in behaviour

changes in appearance

environmental signs

external signs

systems and procedures used to manage suspected abuse:

process for identifying abuse

actions to take if abuse is suspected

use of abuse safeguards

reporting procedures

organisational policies and procedures for:

escalating an incident:

when to seek additional support

types of support or services that may be required

documentation and reporting:

accurate

timely

objective

maintaining and storing documentation:

privacy and confidentiality

allowing the person access to their own records on request

reflecting on own actions in responding to incidences of abuse, neglect or exploitation

techniques for reflection:

what is reflection

why and how to use a process of reflection

what makes for meaningful reflection

techniques for:

identifying workplace stressors

responding to workplace stressors

building resilience

monitoring personal health and wellbeing

techniques to respond to physical, mental and emotional impacts of an incident:

supervisor de-briefing

taking a break

returning home from the workplace

supports provided by the workplace

external support services

professional counselling.

Assessment Conditions

Skills must be demonstrated in a simulated environment that reflects workplace conditions.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

individualised plans

organisational policies and procedures

government policies and guidelines relating to the reporting of suspected abuse

opportunities for engagement with people who participate in simulations and scenarios that involve suspected abuse in a range of contexts.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS034 Facilitate independent travel

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for, deliver and review travel training provided for people or groups who may require assistance to fully take advantage of public transport opportunities.

This unit applies across a range of community services and health contexts, wherever there are people who require information, skills and confidence building in order to use public transport for their day-to-day travel needs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Client Care and Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to facilitate access to transport.	1.1. Consult with the person or group to determine objectives in relation to improved access to transport. 1.2. Work with the person or group to confirm any physical and psychosocial risks and barriers to accessing public transport options. 1.3. Determine most suitable modes of transport in consultation with the person or group and taking into account local arrangements. 1.4. Consult and liaise with transport operators to confirm accuracy of information.
2. Provide information sessions.	2.1. Select learning methods that meet the needs of the person or group. 2.2. Provide opportunities for the person or group to learn about regular and occasional travel options across various transport modes. 2.3. Involve transport providers in the provision of information. 2.4. Demonstrate purpose and advantages of using technology for travel and managing personal safety. 2.5. Work collaboratively with the person or group to navigate timetables and other information sources about available transport options. 2.6. Provide information and advice about the use of applications and other search functions to build confidence in their use.
3. Provide opportunities to practise travel.	3.1. Work collaboratively with the person or group to determine and mitigate risks associated with travel. 3.2. Assist participants to develop coping strategies to deal with unexpected events. 3.3. Provide opportunities for participants to practise travel accompanied by the transport facilitator, a carer or confident traveller known to the participant. 3.4. Work with participants to review their travel experiences and focus on building confidence.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCCCS022 Facilitate independent travel.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS034 Facilitate independent travel

Modification History

Not applicable.

Performance Evidence

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

complete at least three information sessions with people who require support to access public transport

at least one of the above sessions must be with an individual and at least one of the above sessions must be with a group of people

assist at least three people to use public transport independently, documenting the outcomes of travel experiences.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

current practices, philosophies and theories relevant to facilitating independent travel:

the impact of social devaluation on an individual's quality of life

competency and image enhancement as a means of addressing devaluation

practices which focus on the individual person

strengths-based practice

active support

person-centred practice

range of travel information available, including through applications, social media and other information technology (IT) sources

ways that transport providers can participate in information provision:

providing information sessions

providing access to resources including timetables and maps

providing training sessions for the use of applications and websites

processes for determining and mitigating risks

local transport options and operations.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

resources including printed timetables and travel information presented as applications, websites or in other digital formats

organisational policies and procedures

opportunities for engagement with people receiving support services and their carer and others involved in service provision.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS035 Support people with autism spectrum disorder

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to work with people with autism spectrum disorder (ASD), with regard for their needs and within the context of support work.

This unit applies to workers in a range of community services contexts who are responsible for their own outputs and are required to use some discretion and judgement. Work may be carried out under direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Client Care and Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan intervention and support activities for people with autism spectrum disorder.	1.1. Read individualised plan to identify the person’s diagnosis and core areas of functional impact. 1.2. Recognise key issues affecting the person with autism spectrum disorder, their carer and family, including siblings. 1.3. Recognise personal values and attitudes to take into account when planning and implementing support activities. 1.4. Determine areas where additional skills and knowledge are required to provide support to the person with autism spectrum disorder according to their individual needs and seek opportunities for professional development.
2. Respond to the needs of people with autism spectrum disorder.	2.1. Work with the person to provide interventions and supports according to the person’s preferences and needs and in line with the individualised plan. 2.2. Implement interventions and support strategies that uphold the needs and rights of the person and support their learning style. 2.3. Support the person’s use of assistive technologies and supports in meeting their individual needs. 2.4. Recognise changes in the needs of the person and report to supervisor or relevant health professional. 2.5. Conduct support activities in a manner that promotes and achieves person-centred outcomes.
3. Operate within a legal and ethical framework and in accordance with the professional standards of the sector.	3.1. Conduct support activities in the context of the underpinning values, philosophies and standards of the sector. 3.2. Work according to organisational policies and procedures relevant to job role and responsibilities. 3.3. Conduct work in a manner according to relevant statutory and legislative requirements.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to CHCCCS024 Support individuals with autism spectrum disorder.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS035 Support people with autism spectrum disorder

Modification History

Not applicable.

Performance Evidence

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

provide interventions and supports to meet the needs and preferences of at least three people with autism spectrum disorder, including:

recognising the specific needs and preferences of the person

planning and implementing interventions that support these needs and preferences

working according to the individualised plan and the principles of person-centred care.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

historical context of autism spectrum disorder

current data and facts on autism spectrum disorder:

causes

evidence-based treatments, therapies and interventions across the life-span

secondary diagnosis

prevalence and gender ratios

other factors that impact the provision of individualised support to the person with autism spectrum disorder:

co-morbidities and their inter-relationship with autism spectrum disorder

lifestyle

cultural safety

cultural and linguistically diverse communities

LGBTIQA+ communities

sources of and processes for accessing additional skills and knowledge to support specific needs of the person

process for diagnosing autism spectrum disorder:

health professionals involved in diagnostic process

Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-V)

domains of autism

key issues associated with, and the impact of, autism spectrum disorder for the person, carer, and family including siblings:

restricted, repetitive patterns of behaviour, interests or activities

sensory processing

nutritional choices

social communication

transition support and preparing for change

facts, myths and misconceptions associated with autism spectrum disorder

strategies and interventions to support independence:

developing skills

motivators to learning, de-motivators and blocks

use of additional supports

positive behaviour support

role of assistive technologies and supports in:

maintaining and promoting independence

enabling inclusion and participation

factors that impact the person’s resilience:

mood

under- and over-stimulation

fatigue

process for recognising and reporting changes in needs or behaviour of the person

legal and ethical requirements for working with people with autism spectrum disorder and how these are applied in organisational and individual practice:

duty of care

dignity of risk

human rights

discrimination

mandatory reporting

practice standards

privacy, confidentiality and disclosure

work role boundaries, responsibilities and limitations.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.

Interventions and supports as outlined in the performance evidence must be demonstrated with a person diagnosed with autism spectrum disorder in the workplace on at least one occasion.

When providing support to a person with autism spectrum disorder as a part of performance evidence demonstration, the individual needs of the person being supported must be discussed with the workplace supervisor prior to the activity taking place. All activities should be planned in order to promote a positive experience for the person being supported.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

organisational policies and procedures

individualised plans

equipment and resources outlined in individualised plans

opportunities for engagement with people with autism spectrum disorder or people who participate in simulations and scenarios relating to providing support for someone with autism spectrum disorder in a range of contexts.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS036 Support relationships with carer and family

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work positively with the carer and family of people using a service based on an understanding of their support needs.

This unit applies to workers across a range of community services contexts. Work may be carried out under direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Client Care and Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Include carer and family members as part of the support team.	1.1. Assess and acknowledge the role and importance of carer and family members for the person. 1.2. Work in a manner that recognises and supports carer and family relationships with, and knowledge about, the person with support needs. 1.3. Recognise the knowledge and skills of the carer and family that complement own job role. 1.4. Involve carer and family in the design and delivery of the person’s support services. 1.5. Assist carer and family to determine assistive technologies that support the person and themselves and confirm understanding of its use.
2. Assess and respond to changes in the care relationship.	2.1. Assess risks of change to the care relationship including potential physical and psychological harm to carer, family and the person. 2.2. Use identified strategies to address risks according to organisational policies and procedures and legal and ethical considerations. 2.3. Support the person, carer and family to determine and use strategies that maximise positive aspects of change and transition. 2.4. Support carer and family to maintain ongoing support and involvement in the life of the person.
3. Monitor and promote carer rights, health and wellbeing.	3.1. Respect the confidentiality and privacy of the carer and family, as well as the person with support needs. 3.2. Recognise and respond to the need for services required by the carer and family to support the care relationship with the person. 3.3. Recognise and respond to issues that may impact on the physical and emotional health and wellbeing of the carer and family. 3.4. Provide carer and family with information about support services and how to access.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCCCS025 Support relationships with carers and families.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS036 Support relationships with carer and family

Modification History

Not applicable.

Performance Evidence

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

recognise and respond to the support needs of the carer or family members of at least three different people who are using the service

provide support to the carer or family of one person undergoing a change in care arrangements including identification of risks and use of strategies to address risks.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

context for caring in Australia:

carer demographics

carer support organisations and resources

attitudes, stereotypes, false beliefs and myths associated with caring

different pathways into service settings for the person and the implications for carer and family

rights, roles and responsibilities of different people in the care relationship:

the person

family members

friends

support worker

impact of the caring role on carer and family

different family patterns and structures and their impact on the person

life cycle transitions:

types of transitions

positive and negative impacts

current service delivery philosophy and models:

basic principles of person-centred practice, strengths-based practice and active support

strategies to work positively with carers and families

social and emotional wellbeing frameworks

organisational policies and procedures in relation to carers and families

scope and breadth of assistive technologies used across the life domains, including but not limited to:

self-care

continence and hygiene

communication

mobility and transferring

cognition and memory loss

vision and hearing

daily living activities

recreation and leisure

education and employment

home and other environments

eating and drinking

pressure area management

carer support

role and use of assistive technologies in supporting the activities of the carer and family and the person receiving support

risk assessment tools and management strategies for the carer and family

legal and ethical requirements for working with the carer and family and how these are applied in an organisation and individual practice:

discrimination

privacy, confidentiality and disclosure

work role boundaries, responsibilities and limitations.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

organisational policies and procedures

risk assessment tools and management strategies

opportunities for engagement with people receiving care and their carer and family, or people who participate in simulations and scenarios that involve provision of care in a range of contexts.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS037 Visit client residence

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to make visits to care recipients to deliver services in their place of residence.

This unit applies to workers who are required to deliver services to people in their home or in any temporary or permanent community residence. Work may be carried out under direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Client Care andSupport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for visit.	1.1. Contact care recipient to agree time of visit. 1.2. Review the person’s record to clarify purpose of visit and history of the person in relation to unexpected issues and needs. 1.3. Prepare equipment, resources and documents required for the purpose of the visit and contingencies. 1.4. Allow time in schedule for contingencies. 1.5. Check that the person is expecting and prepared for a visit at the agreed time. 1.6. Assess factors related to security of the place of residence and check that entry to the place is ensured. 1.7. Ensure co-workers are aware of intended time and place of visit and mobile contact details.
2. Undertake visit.	2.1. Communicate with the person to provide information, clarify purpose of visit and confirm the person’s consent. 2.2. Obtain entry to the place of residence, check for hazards to own and others’ health and safety and implement controls to manage risk. 2.3. Take precautions to control infection according to the level of risk present. 2.4. Demonstrate respect and sensitivity toward the person and the place of residence. 2.5. Follow appropriate risk management practices when delivering services in an unfamiliar environment.
3. Establish relationship in the place of residence.	3.1. Provide opportunity for the person to identify and express any issues or concerns in relation to the visit and associated matters. 3.2. Engage appropriately with others in the place of residence in accordance with organisational policies and procedures and work health and safety standards. 3.3. Deal with ethical dilemmas and behaviours of concern in accordance with organisational policies and procedures. 3.4. Deal with difficult or challenging situations according to organisational policies and procedures. 3.5. Identify any health issues or areas of concern that might place the person or others at risk.
4. Follow up visit.	4.1. Document all aspects of the visit in line with organisational policies and procedures. 4.2. Promptly refer any health issues and areas of concern relating to the person to supervisor. 4.3. Comply with statutory and organisational reporting requirements. 4.4. Ensure any arrangements for follow up visits are recorded and implemented.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCCCS027 Visit client residence.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS037 Visit client residence

Modification History

Not applicable.

Performance Evidence

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

schedule, prepare for and undertake visits to five different people in their place of residence

identify hazards or risks present during the above visits and respond according to organisational policies and procedures and work health and safety (WHS) standards

document all aspects, make referrals and complete reports for each of the above visits according to the person’s needs and organisational policies and procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

issues relevant to visiting a client residence

different types of residences

organisational policies and procedures relating to:

dealing with difficult or challenging situations

dealing with ethical dilemmas and behaviours of concern

infection control

reporting issues observed during visits

working in unfamiliar and unpredictable environments

working alone

working in home environments

duress

basic home fire safety and applicable state or territory smoke alarm legislation

work health and safety (WHS) standards

legal and ethical requirements and how these are applied in an organisation and individual practice:

duty of care

dignity of risk

human rights

discrimination

mandatory reporting

practice standards

privacy, confidentiality and disclosure

work role boundaries, responsibilities and limitations

work as part of a multidisciplinary team.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

organisational policies and procedures

opportunities for engagement with care recipients or people who participate in simulations and scenarios that involve provision of care in the recipient’s residence.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS038 Facilitate the empowerment of people receiving support

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to facilitate the empowerment of people receiving support, and to deliver rights-based services using a person-centred approach. It should be carried out in conjunction with individualised plans.

This unit applies to workers in varied care and support contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Client Care and Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Demonstrate commitment to empowerment for people receiving support.	1.1. Reflect on personal values and attitudes regarding disability and ageing and acknowledge their potential impact when providing support. 1.2. Develop and adjust approaches to address impact and facilitate empowerment.
2. Foster human rights.	2.1. Assist the person to understand their rights. 2.2. Work with the person using a person-centred approach to deliver services that ensure their rights and needs are upheld. 2.3. Consult with the person to confirm cultural needs and ensure these are respected and prioritised in service delivery. 2.4. Consult with the person to identify breaches of human rights and respond and report according to organisational policies and procedures and scope of own job role. 2.5. Consult with the person to identify indications of abuse and neglect and report according to organisational policies and procedures and legislative requirements.
3. Facilitate choice and self-determination.	3.1. Use a person-centred approach and work in a manner that acknowledges the person as their own expert. 3.2. Work with the person to facilitate person-centred options for action on relevant issues and discuss with the person, family, carer or others identified by the person. 3.3. Provide assistance to the person to facilitate communication of their personal goals. 3.4. Work with the person to provide person-centred support in a manner that encourages and empowers the person to make their own choices and action. 3.5. Support the person’s use of assistive technologies in meeting their individual needs. 3.6. Work with the person to implement strategies to ensure that the person is comfortable with decisions made. 3.7. Work with the person to identify barriers to empowerment and determine strategies to address. 3.8. Assist the person to access advocacy services and other complaint mechanisms when required.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to CHCDIS007 Facilitate the empowerment of people with disability and CHCAGE001 Facilitate the empowerment of older people.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS038 Facilitate the empowerment of people receiving support

Modification History

Not applicable.

Performance Evidence

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

respond to the goals and aspirations of at least two people, one in a simulated environment and one in the workplace:

employing flexible, adaptable and person-centred approaches to empower the person

providing at least one service adjusted to meet the individual needs of the person, as determined through consultation with the person

proposing at least one strategy to meet the individual health or re-ablement needs of the person, as determined through consultation with the person

recognising and responding appropriately to situations and barriers

providing information to the person about their rights and checking for understanding

using communication skills according to the needs of the person to maintain positive and respectful relationships and facilitate empowerment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

history and recent developments in disability and ageing:

enablement versus reablement

institutionalised versus person-centred, self-directed model of support

human rights framework for service delivery

structural and systemic power and obstacles to empowerment:

social

physical

emotional

stigma

ageism

cultural

economic

social constructs of disability and ageing and the impact of own attitudes on working with people with disabilities

how and when to seek support from more experienced and qualified staff

individual, emotional and environmental barriers to empowerment and ways to address these and support people providing choices:

physical

social

cognitive

support practices for people, including but not limited to, the following conditions:

genetic factors

physical trauma

psychological trauma

chronic lifestyle conditions

acquired brain injury

legal and ethical considerations for working with people receiving support:

codes of conduct

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

privacy, confidentiality and disclosure

work role boundaries, responsibilities and limitations

work health and safety

legislated, statutory, professional and ethical standards

principles of:

empowerment

rights-based approaches

person-centred practices

self-advocacy

active support

active listening

social justice, and the importance of knowing and respecting each person as an individual

strengths-based approaches

restrictive practices:

considerations within the human rights framework

impacts of restrictive practices on a person’s empowerment

instances where restrictive practices may be used as reflected in behaviour support plan

use of authorised restrictive practices as a last resort and proportionate to the risk of potential harm to the person or others

positive proactive approaches to support that eliminate the need to use restrictive practices

physical, psychological and emotional risks related to the use of restrictive practices

use of unauthorised restrictive practices

documentation of use of restrictive practices

strategies that assist people to exercise their rights and support independent action and thinking:

use of technology to facilitate choice

right to privacy

right to be involved in planning and decision making regarding their own care and support and those providing it

scope and breadth of assistive technologies used across the life domains, including but not limited to:

self-care

continence and hygiene

communication

mobility and transferring

cognition and memory loss

vision and hearing

daily living activities

recreation and leisure

education and employment

home and other environments

eating and drinking

pressure area management

carer support

role of assistive technologies in supporting a person’s life activities:

maintaining and promoting independence

enabling inclusion and participation

how to access and use advocacy services and complaint mechanisms

indicators of abuse exploitation and neglect.

Assessment Conditions

Skills must be demonstrated in the workplace, or a simulated environment as outlined in the performance evidence.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

individualised plans and any equipment outlined in the plans

organisational policies and procedures

opportunities for engagement with people receiving care.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS039 Coordinate and monitor home-based support

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coordinate and monitor the delivery of home-based support services.

This unit applies to workers in a community services context. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Client Care and Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and maintain relationship.	1.1. Communicate in a manner that develops and maintains trust, respecting cultural sensitivities and individual differences. 1.2. Maintain the person’s privacy and confidentiality of information according to legal and ethical considerations and organisational policy and procedures. 1.3. Support the interests, rights and decision-making of the person in all dealings. 1.4. Provide the person with information regarding their rights and the organisation's responsibilities, service guidelines and costs and confirm understanding.
2. Determine the person’s needs.	2.1. Work with the person to confirm their goals, capacities and support needs. 2.2. Confirm support requirements based on discussion with the person, previous assessments and current individualised plan. 2.3. Communicate with the person to gather information relevant to the person’s support requirements and recognise indicators where additional information might be required. 2.4. Work respectfully with the person to confirm language, cultural or religious practices which may require changes in work practices by support workers. 2.5. Complete, maintain and store documentation according to organisational policies and procedures.
3. Determine safety requirements for providing support.	3.1. Consult with the person to identify hazards in the home environment that would present risk to the person or the support worker. 3.2. Determine and implement actions to minimise risk in collaboration with the person. 3.3. Support the person to address the hazard and control risks, where the risk is outside the scope of own job role or organisation’s role. 3.4. Complete, maintain and store documentation according to organisational policies and procedures.
4. Allocate support staff.	4.1. Review requirements and select support worker with the desired skills and attributes to meet the person’s requirements. 4.2. Provide support worker with necessary details to support the person and work safely in the person’s home. 4.3. Confirm worker’s understanding of organisational policies and procedures, record keeping requirements, duty of care, work health and safety (WHS) and other legislative requirements. 4.4. Discuss job role boundaries with worker and confirm understanding. 4.5. Confirm requirement for up-skilling and record and refer for further training or support. 4.6. Communicate with the person to confirm the allocation of support worker and provide details.
5. Monitor support services.	5.1. Consult with the person to determine and record progress against identified goals, needs and individualised plan. 5.2. Provide opportunities for the person to raise issues and concerns with support provision. 5.3. Determine strategies to address and resolve concerns and issues in collaboration with the person. 5.4. Address concerns with the support worker and respond to the person with outcomes and resolution.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCHCS002 Coordinate and monitor home based support.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS039 Coordinate and monitor home-based support

Modification History

Not applicable.

Performance Evidence

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

coordinate and monitor services to at least two people in different home-based support settings, including:

communicating with the person to establish a positive and respectful relationship

gathering and documenting information to identify required support services

assessing and managing risks to the person and support worker

complying with work health and safety standards

allocating support worker

monitoring provision of support services and addressing concerns where required.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal and ethical considerations for home-based support services:

codes of practice

basic home fire safety and associated state/territory smoke alarm legislation

dignity of risk

duty of care

privacy, confidentiality and disclosure

practice standards

awards and standards and how to access them

work role boundaries, responsibilities and limitations

work health and safety (WHS)

organisational policies and procedures and how to access them:

undertaking work in the person’s home

risk assessment and management when the work environment is a person’s home

emergency responses

personal and property security

documentation and reporting

techniques for communicating with the person, colleagues and others

approaches to adjusting work practices to accommodate language, cultural or religious practices

strategies to determine support needs of people requiring assistance in a home-based support environment

strategies to address and resolve concerns and issues:

with the person

with the support worker

the nature and significance of working in the person’s home.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

organisational policies and procedures

individualised plans and equipment and resources outlined in plans

opportunities for engagement with people requiring home-based support and support workers involved in service provision.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS040 Support independence and wellbeing

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to provide individualised services in ways that support independence, as well as physical and emotional wellbeing.

This unit applies to workers in a range of community services contexts who provide frontline support services within the context of an established individualised plan.

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.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Client Care and Support

Unit Sector

Client Care and Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Recognise and support individual differences.	1.1. Recognise and respect the person’s social, cultural and spiritual differences. 1.2. Avoid imposing own values and attitudes on others and support the person to express their own identity and preferences. 1.3. Consider the person’s individual needs, stage of life, development and strengths when engaging in support activities. 1.4. Recognise, respect and accommodate the person’s expressions of identity and sexuality as appropriate in the context of their age and stage of life. 1.5. Promote and facilitate opportunities for participation in activities that reflect the person’s individual physical, social, cultural and spiritual needs.
2. Promote independence.	2.1. Support the person to identify and acknowledge their own strengths and self-care capacity. 2.2. Assist the person to identify opportunities to utilise their strengths, while communicating the importance of using available support when required. 2.3. Provide information and assistance to the person in order to facilitate access to support services and resources when needed. 2.4. Provide support that allows the person to self manage their own service delivery as appropriate. 2.5. Encourage the person to build, strengthen and maintain independence.
3. Support physical wellbeing.	3.1. Promote and encourage daily living habits that contribute to healthy lifestyle. 3.2. Support and assist the person to maintain a safe and healthy environment. 3.3. Recognise hazards and report according to organisational policies and procedures. 3.4. Recognise variations in a person’s physical condition and report according to organisational policies and procedures. 3.5. Recognise indications that the person’s physical situation is affecting their wellbeing and report according to organisational policies and procedures. 3.6. Recognise physical health situations beyond scope of own role and report to the relevant person.
4. Support social, emotional and psychological wellbeing.	4.1. Promote self-esteem and confidence through use of positive and supportive communication. 4.2. Contribute to the person’s sense of security through use of safe and predictable routines. 4.3. Encourage and facilitate participation in social, cultural, spiritual activities, using existing and potential new networks and as per the person’s preferences. 4.4. Recognise aspects of supporting a person’s wellbeing outside scope of knowledge, skills and job role and seek appropriate support. 4.5. Recognise variations to a person’s wellbeing and report according to organisational policies and procedures. 4.6. Confirm any cultural or financial issues impacting on the person’s wellbeing. 4.7. Determine the person’s risk and protective factors in relation to mental health. 4.8 Recognise and report possible indicators of abuse or neglect and report according to organisational policies and procedures. 4.9. Recognise situations beyond scope of own job role and report to the relevant person.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCCCS023 Support independence and wellbeing

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS040 Support independence and wellbeing

Modification History

Not applicable.

Performance Evidence

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

safely support at least three people to enhance independence and wellbeing

perform the activities outlined in the performance criteria of this unit during a period of at least 120 hours of direct support work in at least one aged care, home and community, disability or community service organisation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic human needs:

physical

psychological

spiritual

cultural

sexual

concept of self-actualisation

human development across the lifespan

wellbeing:

physical

psychological

social

spiritual

cultural

financial

career and occupation

individual differences, how these may be interrelated and impact on support provided

basic requirements for good health for the person:

mental health

nutrition and hydration

exercise

hygiene

lifestyle

oral health

mental health issues and risk and protective factors

restrictive practices:

what constitutes a restrictive practice

legislative and regulatory requirements

organisational policies and procedures relating to restricted practices

positive strategies

ethical considerations

documentation requirements

indications of neglect or abuse:

physical

sexual

psychological

financial

reporting requirements for suspected abuse situations

service delivery models and standards

relevant funding models

issues that impact health and wellbeing

impacts of community values and attitudes, including myths and stereotypes

issues surrounding sexuality and sexual expression

indicators of emotional concerns and issues

support strategies, resources and networks

legal and ethical requirements and how these are applied in an organisation and individual practice:

duty of care

dignity of risk

human rights

discrimination

mandatory reporting

privacy, confidentiality and disclosure

work role boundaries, responsibilities and limitations.

Assessment Conditions

Skills must be demonstrated in a relevant workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Where simulation is used it must reflect real working conditions and contingencies by modelling industry operating conditions and contingencies, as well as using suitable facilities, equipment and resources, including:

individualised plans and any relevant equipment outlined in the plan

modelling of industry operating conditions including real interactions with the person and their families or carers.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS041 Recognise healthy body systems

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work with basic information about healthy body systems and the impacts of ageing and disability. It includes recognising and reporting any changes in healthy bodies involving people who are ageing or living with disability. Any identified issues of concern to be reported to the supervisor or professional health staff.

This unit applies to workers across a range of community services contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Unit Sector

Client Care and Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work with information about the human body.	1.1. Use and interpret health terminology that describes the structure, function and location of major body systems. 1.2. Use and interpret information that relates to the interrelationships between major components of body systems and other structures
2. Recognise and promote ways to support healthy functioning of the body.	2.1. Review factors that contribute to maintenance of a healthy body. 2.2. Evaluate how the relationships between different body systems affect and support healthy functioning. 2.3. Use and share information about healthy functioning of the body when carrying out work tasks. 2.4. Use information about healthy body systems to recognise changes in the person’s health status and physical condition and report to supervisor or health professional, according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS041 Recognise healthy body systems

Modification History

Not applicable.

Performance Evidence

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

use information about the human body and its healthy functioning to carry out tasks in three different situations involving people who are ageing or living with disability.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic structure, functions and interactions of body systems and associated components:

cells, tissues and organs

cardiovascular system

respiratory system

musculoskeletal system

endocrine system

digestive system

urinary system

renal system

reproductive system

integumentary system

lymphatic system

nervous system, including sensory systems, eye and ear

special senses including smell, taste, vision, equilibrium and hearing

immune system

processes, conditions and resources required by the body to support healthy functioning:

body regulation:

maintenance of body temperature

fluid and electrolyte balance including pH

elimination of wastes from the body

maintenance of blood pressure

protection from infection

physical activity including active and passive

impacts of ageing and disability

health status and physical condition:

common diseases that impact on body system functioning

indicators of changes

impacts of ageing and disability

impact on wellbeing

how and when to report and to whom

scope of job role in recognising and reporting changes in physical, psychological and mental health condition

indicators of body system issues, impacts of ageing and disability and procedures for how and when to report issues relating to:

continence

malnutrition

dehydration

weight regulation

oral health

appetite regulation

dysphagia

bowel health issues

bone health issues

food intolerance

skin integrity issues including wounds and pressure point injuries

dementia

cognitive changes

mental health

strategies to promote and maintain health and wellbeing:

nutrition

hydration

skin integrity

movement

social interaction

procedures for working with a multidisciplinary health team to implement individualised plans, including escalating concerns with and changes in a person’s status

relationship between nutrition and hygiene

impact of poor oral hygiene on nutrition

impact of poor oral hygiene on quality of life

recognising signs of oral pain

exercise and movement:

impact of restrictions on daily life

impacts of ageing and disability

common conditions:

physical disability

cognitive disability

intellectual disability

psychosocial disability

sensory disability

how to recognise change in the person from their normal to not normal:

physical change

mood change

pain and discomfort:

responses from people in pain

communication methods

pain scales

impacts of ageing and disability

basic medical terminology and abbreviations relevant to body systems

organisational policies and procedures for reporting.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

health information for people who are ageing or living with disability.

Assessment tasks for this unit must be developed in collaboration with a health professional and carried out according to standards and guidelines that apply to the health and community services industries. Further detail may be found in the CHC Training Package Companion Volume.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS042 Prepare meals

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare meals and snacks that meet individual needs and preferences in residential and home care settings.

This unit applies to individuals who work with people in a range of community services and health contexts. Work performed requires some discretion and judgement and may be carried out under direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Client Care and Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan meals and snacks.	1.1. Read individualised plan to confirm needs and preferences relevant to meal preparation. 1.2. Suggest, source and adjust simple recipes to meet individual needs and preferences. 1.3. Recognise requirements for food and fluid modification according to individualised plan and relevant industry standards and frameworks and adjust recipes accordingly. 1.4. Review recipe and determine ingredient types and amounts. 1.5. Check ingredient stock level and quality to identify type and amount of ingredients to be purchased. 1.6. Purchase required ingredients within budget constraints.
2. Prepare meals and snacks.	2.1. Provide opportunities for the person to engage throughout the meal preparation process. 2.2. Prepare cooking area and those engaging in meal preparation for safe meal preparation. 2.3. Measure and prepare ingredients according to recipe requirements. 2.4. Cook ingredients according to recipe requirements. 2.5. Present prepared meal according to individual needs and preferences. 2.6. Clean and tidy cooking area, utensils and equipment.
3. Implement food safety processes when preparing food.	3.1. Ensure personal hygiene and protective equipment meet infection control requirements and work health and safety standards. 3.2. Report personal health conditions that impact on food preparation and take action according to organisational policies and procedures. 3.3. Recognise and report hygiene and food hazards that may negatively affect health and safety of self or others, according to organisational policies and procedures. 3.4. Maintain the food preparation area in a hygienic condition and report cleaning, sanitising and maintenance requirements according to organisational policies and procedures. 3.5. Maintain hygienic storage and select environmental conditions that avoid contamination of food. 3.6. Handle food hygienically and in accordance with organisational and regulated food safety procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS042 Prepare meals

Modification History

Not applicable.

Performance Evidence

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

plan and prepare two meals and two snacks that:

meet the needs and preferences of the client

provide opportunities for client involvement.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

dysphagia:

the swallowing process

pathologies relevant to swallowing difficulties

aspiration risks

choking risks

impact on quality of life

safe eating and drinking:

thickened fluids

texture-modified meals

upright position

common food requirements:

allergies

intolerances

nutritional needs

nutrition:

major food groups

nutritional value of food and its impact on menu planning and purchasing decisions

nutritional food labels

nutritional needs at different stages of life

impact of nutrition on wellbeing:

physical

emotional

social

individual needs and preferences relevant to meal planning and preparation:

dignity of risk

informed decision making

food requirements

meal preferences

meal routines

participation in food preparation

swallowing ability

chewing ability

condition of teeth and oral health, including dental prothesis

nutritional needs

cultural requirements of food, meal preparation and service

taste, texture and presentation

approaches to engaging and supporting the person in meal preparation:

in home care

in residential aged care

in supported living environments

in community settings and public environments

organisational policies and procedures:

reporting

meal preparation

food safety

work health and safety

industry context relevant to meal preparation:

job role scope and functions

supervision requirements and limitations to job role

roles of interdisciplinary team members

individualised plan content relevant to meal preparation:

size and frequency of meals and snacks

texture modification requirements

hydration requirements

industry standards and frameworks relevant to meal preparation:

key aspects of the International Dysphagia Diet Standardisation Initiative (IDDSI)

principles of the Australian Guide to Healthy Eating

principles of the Australian Dietary Guidelines

meal preparation risk identification, monitoring and responses

types and safe use of cooking equipment and utensils

methods for estimating, calculating and measuring ingredients

methods of keeping cooking area clean and tidy

basic food preparation and cooking methods.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

the International Dysphagia Diet Standardisation Initiative (IDDSI)

the Australian Guide to Healthy Eating

the Australian Dietary Guidelines

individualised plans

simple recipes

ingredients

cooking equipment and utensils.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS043 Support positive mealtime experiences

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to support positive mealtime experiences for people receiving care or support. It includes using a person-centred approach to mealtime management and meal consumption to support the person’s wellbeing and quality of life.

This unit applies to individuals who work with people in a range of community services and health contexts. Work performed requires some discretion and judgement and may be carried out under direct or indirect supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Client Care and Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Provide positive mealtime experience.	1.1. Consult and collaborate with the person to determine their needs and preferences in regard to the mealtime experience. 1.2. Prepare dining environment to support a positive mealtime experience. 1.3. Select utensils and equipment according to individualised plan and place in required position. 1.4. Position the person for meal consumption. 1.5. Present food to enhance mealtime experiences. 1.6. Support people to eat and drink according to their needs and preferences and the individualised plan. 1.7. Recognise and report changes in the person’s mealtime behaviour, according to organisational policies and procedures. 1.8. Recognise mealtime issues outside scope of job role and refer to supervisor.
2. Improve mealtime experience.	2.1. Observe and communicate with people to gather information about mealtime experience satisfaction. 2.2. Recognise and report mealtime issues and opportunities for improvement, according to organisational reporting policies and procedures.
3. Implement food safety processes during mealtimes.	3.1. Ensure personal hygiene and personal protective equipment (PPE) meet infection control requirements. 3.2. Report personal health conditions that impact on food preparation and service and take action according to organisational policies and procedures. 3.3. Recognise and report hygiene and food hazards that may negatively affect health and safety of self or others, according to organisational policies and procedures. 3.4. Maintain mealtime areas in a hygienic condition and report cleaning, sanitising and maintenance requirements according to organisational policies and procedures and work health and safety standards. 3.5. Handle food hygienically and in accordance with organisational and regulated food safety procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS043 Support positive mealtime experiences

Modification History

Not applicable.

Performance Evidence

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

support three positive mealtime experiences that involve:

meeting individual needs and preferences

maintaining infection control and food safety principles

reflecting and reporting on mealtime experiences.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

person-centred care approaches that support individual needs, dignity, preferences and choice relevant to supporting positive mealtime experiences:

cultural relevance

social experience:

social connection

seating arrangements

right not to be social during mealtimes

dementia friendly design

dining environment:

location

table setting

type of seating

ambience

accessibility

food presentation:

appealing presentation

colour

temperature

variety

positioning of the person for meal consumption:

safety

comfort

dignity

common individual needs and preferences:

meal timing

meal location

meal companions

seating arrangement

meal size

meal routines

meal, snack and beverage preferences

health condition

swallowing ability

chewing ability

condition of teeth and oral health, including dental prothesis

use of utensils, including modified utensils

appetite

nutrition

hydration

cultural requirements around food, meal preparation and service

taste, texture and presentation

practical mealtime support types and methods:

serving etiquette

prompting

purpose, types and safe use of assisted crockery and cutlery

maintaining safety

maintaining comfort

sitting position

access to food

access to utensils

size and pace of mouthfuls

assistance with eating

fluid intake

clothes protector

set trays

cleaning

common issues with mealtime management and consumption

organisational policies and procedures for:

reporting

mealtime management and consumption

safe meal consumption

recognising and reporting signs of deterioration

work health and safety

personal protective equipment (PPE)

industry context relevant to mealtimes:

job role scope and functions

supervision requirements and limitations to job role

roles of inter-disciplinary team members

individualised plan content relevant to mealtime management and consumption

industry standards and frameworks relevant to mealtime management and consumption

principles of the Australian Guide to Healthy Eating and the Australian Dietary Guidelines

common feedback, observations and reporting process:

food refusal

food requests

food safety principles.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

personal protective equipment (PPE)

principles of the Australian Guide to Healthy Eating and the Australian Dietary Guidelines.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS044 Follow established person-centred behaviour supports

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to implement behaviour support strategies outlined in an individualised behaviour support plan for a person receiving care or support.

This unit applies to workers in varied care and support services contexts. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Client Care and Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Apply a person-centred approach to providing behaviour support.	1.1. Support the person receiving care or support to maintain their activities of daily living in accordance with organisational policies and procedures, legal and ethical considerations and the individualised behaviour support plan. 1.2. Consider the person’s individual needs, strengths, capabilities and preferences when engaging in activities of daily living and routines. 1.3. Identify challenges with engaging or motivating the person and seek assistance from others. 1.4. Provide a safe environment for the person conducive to positive and adaptive responses.
2. Review context of behaviours of concern.	2.1. Recognise behaviours of concern outlined in the individualised behaviour support plan. 2.2. Establish what happened before, during and after the behaviour of concern. 2.3. Recognise the type, frequency and triggers of the behaviour. 2.4. Recognise environmental factors and their influence on the behaviour. 2.5. Recognise aspects of the person’s emotional well-being and their influence on the behaviour. 2.6. Recognise aspects of the person’s health status and potential unmet needs that may influence their behaviour. 2.7. Recognise impacts of the person’s medication on the behaviour. 2.8. Recognise personal and social circumstances of the person and their influence on the behaviour. 2.9. Record all observations promptly, accurately and objectively in consultation with supervisor, using terms that can be clearly understood.
3. Provide positive behaviour support according to individualised behaviour support plan.	3.1. Consult with the person to establish interventions when addressing behaviours of concern, including the use of restrictive practices when the behaviour presents a safety risk to the person or others. 3.2. Interpret and follow behavioural support strategies in collaboration with the person. 3.3. Ensure that all interventions are in line with the plan and organisation policies and procedures. 3.4. Follow organisational policies and procedures to ensure safety of the person, self and other people. 3.5. Respond to critical incidents in accordance with organisational policies and procedures for intervention and notification. 3.6. Monitor strategies to determine effectiveness in consultation with supervisor. 3.7. Recognise and report changes in the person’s needs and behaviours in consultation with the person and supervisor. 3.8. Follow organisational policies and procedures for referral in consultation with supervisor.
4. Complete documentation.	4.1. Complete reports according to organisational policies and procedures. 4.2. Complete, maintain and store documentation according to organisational policies and procedures. 4.3. Comply with the person’s right to access their records.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to CHCDIS002 Follow established person-centred behaviour supports.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS044 Follow established person-centred behaviour supports

Modification History

Not applicable.

Performance Evidence

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

provide positive support in accordance with an individualised behaviour support plan in response to at least three different presentations of behaviours of concern

respond to at least one critical incident relating to a behaviour of concern in accordance with an individualised behaviour support plan and organisational policies and procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

principles and practices of positive behaviour support which focuses on the individual person

a human rights framework of service delivery

National Disability Insurance Scheme (NDIS) Code of Conduct

the impact of social devaluation on an individual's quality of life

roles and responsibilities of people involved in provision of care or support:

support worker

supervisor

carer

family

health professionals

positive lifestyle enhancement strategies:

positive reinforcement

motivation

stress management

engagement in meaningful activities

support relationships

nutrition

environmental and systems improvement

structural issues including discrimination

organisational policies and procedures for:

work health and safety

intervention and notification

referral

reporting

completing, maintaining and storing documentation

behaviour management, including:

critical incidents

accident and incident reporting

restrictive practice:

types of regulated restrictive practices:

seclusion

chemical restraint

mechanical restraint

physical restraint

environmental restraint

unregulated restrictive practices

human rights considerations for use of restrictive practices

principles of the National Framework for Reducing and Eliminating the Use of Restrictive Practices in the Disability Service Sector

role of the NDIS Quality and Safeguards Commission and the Aged Care Quality and Safety Commission in regulating use of restrictive practices

when it is acceptable to use restrictive practices

role of behaviour support practitioner in developing behaviour support plan that includes restrictive practices

consequences of unauthorised use of restrictive practices

positive proactive approaches to support that eliminate the need to use restrictive practices

physical, psychological and emotional risks related to the use of restrictive practices

processes for reporting changes in behaviour that may require review of the restrictive practices in the behaviour support plan

documentation of use of restrictive practices:

organisational policies and procedures

regulatory and legislative requirements for documentation

principles of effective communication and ways to implement these to work with the person to minimise behaviours of concern

indicators that people have unmet needs which may be:

systemic

structural

individual

relational

cultural

factors that may contribute to behaviours of concern:

physical

emotional

environmental

medications

structural

systemic

relational

specialist services and referral options

legal and ethical considerations for working with people with receiving care or support:

codes of conduct

dignity of risk

duty of care

human rights, including the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)

constraint

imprisonment

abuse, neglect and exploitation

practice standards

work health and safety

structural and systemic issues:

poverty

housing

lack of access to resources.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

organisational policies and procedures for:

behaviour management

work health and safety

intervention and notification

referral

reporting

completing, maintaining and storing documentation

individualised behaviour support plans

equipment and resources outlined in individualised behaviour support plans

opportunities for engagement with people receiving care or support who present behaviours of concern or people who participate in simulations and scenarios that involve provision of care or support where there are behaviours of concern present.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE017 Support collaborative planning processes

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to provide opportunities for community groups and individuals to participate in the planning process and design collaborative arrangements for addressing common concerns.

This unit applies to workers using a community development approach to carry out work in the health, community services and other sectors. Workers at this level are part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Promote and engage community participation in planning.	1.1. Identify key community stakeholders and their role in the planning process. 1.2. Develop and provide opportunities for community input to planning provision of services. 1.3. Use interpersonal and networking techniques to engage key people and groups within the community.
2. Contribute to planning processes.	2.1. Collaborate with community stakeholders to identify and document community strengths and key priorities to be addressed. 2.2. Collaborate with stakeholders to ensure identified priorities are addressed during development of plan. 2.3. Provide support and assistance to obtain resources required for successful implementation of plan. 2.4. Develop and document plan according to organisational policies and procedures. 2.5. Review and evaluate planning processes according to organisational policies and procedures.
3. Evaluate planning processes.	3.1. Seek feedback from community stakeholders to determine their level of engagement in planning processes. 3.2. Use feedback to determine if level of engagement was sufficient to ensure concerns were addressed during planning process. 3.3. Identify and document areas for improvement in planning processes to ensure optimum community collaboration.
4. Review and update plan.	4.1. Provide support to community groups to monitor and evaluate progress and outcomes of activities implemented as part of the plan. 4.2. Identify changing community priorities and document the impact on services included in the plan. 4.3. Identify and document areas where priorities were not met and update plan to incorporate solutions. 4.4. Provide support to community groups to become self-managing in the planning process.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Numeracy skills to:	select and interpret mathematical information that is relevant to budget of strategic planning.
Oral communication skills to:	listening skills to understand needs of others. participate in a variety of spoken exchanges with a range of audiences varying structure and language to suit the audience. translate organisation policies and procedures into meaningful actions for the workgroup.

Unit Mapping Information

Supersedes and is not equivalent to CHCCDE001 Support participative planning processes.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE017 Support collaborative planning processes

Modification History

Not applicable.

Performance Evidence

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

collaborate with community stakeholders, both individuals and groups, to undertake the planning process and develop at least one plan that addresses a key community priority or concern, including:

identifying key stakeholders

determining and accessing resources to implement plan

seeking feedback on planning processes and determining areas for improvement

implementing amendments to the plan to address areas of changing needs.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Commonwealth, State or Territory legislation and public policies impacting on community development processes

social, community and youth issues impacting the local community

contemporary economics and politics and their impact on community development

community development as a social change strategy

community development approaches and frameworks:

asset-based

rights-based

needs-based

gap-based

key stakeholders involved in the development of community plans

principles and practices of community development work:

structural disadvantage and inequality

social justice and human rights:

individual

family

community

society

processes for development of community plans:

identification of stakeholders

identification of priorities

strategies for encouraging community collaboration

strategies for communicating with stakeholders

funding and resourcing options

evaluating, reviewing and updating planning processes and plans.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to Commonwealth, State or Territory legislation and public policies impacting on community development processes

access to organisational policies and procedures

opportunities for engagement with community stakeholders.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE018 Develop and implement community programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop community programs to maximise participation.

This unit applies to workers using a community development approach to carry out work in health, community services and other sectors. Workers at this level are part of a professional team and are responsible for the supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop program parameters.	1.1. Analyse issues of community concern to develop a community position and to ascertain the priorities for new program. 1.2. Confirm support and capacity for a coordinated effort and identify factors affecting service provision. 1.3. Undertake research to identify key stakeholders, priorities to be addressed, possible strategies and options for action. 1.4. Identify measures of program success and determine how to evaluate. 1.5. Document program parameters according to organisational policies and procedures.
2. Design programs with the community.	2.1. Evaluate available program options to identify those which meet parameters. 2.2. Collaborate with stakeholders to confirm preferred program options. 2.3. Ensure program options for areas of high priority and relating to targeted communities meet stakeholder needs. 2.4. Develop program plan in collaboration with communities and stakeholders and document according to organisational policies and procedures. 2.5. Seek help from participating agencies for implementation arrangements. 2.6. Develop and implement promotion and marketing strategies. 2.7. Develop and maintain systems and resources for administrative support of community programs. 2.8. Identify and seek resources required for implementation of programs.
3. Implement programs.	3.1. Conduct and evaluate program pilot and adjust plan as required to achieve objectives. 3.2. Implement and monitor programs in accordance with the program plan.
4. Evaluate programs.	4.1. Evaluate program design and outcomes according to criteria and specifications identified in the program plan. 4.2. Engage key stakeholders in program evaluation. 4.3. Use results of evaluation for ongoing development and update of programs according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret a variety of text to determine and confirm task requirements.
Numeracy skills to:	select and interpret mathematical information that is relevant to budget of strategic planning.

Unit Mapping Information

Supersedes and is not equivalent to CHCCDE002 Develop and implement community programs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE018 Develop and implement community programs

Modification History

Not applicable.

Performance Evidence

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

develop, implement and evaluate at least one community program, including:

developing program parameters to meet community priorities

collaborating with key community stakeholders to design program

implementing program successfully

evaluating and updating program.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Commonwealth, State or Territory legislation and public policies impacting on community development processes

social, community and youth issues impacting the local community

contemporary economics and politics and their impact on community development

community development approaches and frameworks:

asset-based

rights-based

needs-based

gap-based

human rights perspectives related to:

gender

race

class

key stakeholders involved in the development implementation of programs

principles and practices of community development work:

structural disadvantage and inequality

social justice and human rights:

individual

family

community

society

processes for development of community programs:

identification of stakeholders

identification of priorities

strategies for encouraging community collaboration

strategies for communicating with stakeholders

risk assessment and mitigation strategies

funding and resourcing options

processes for implementation of community programs:

promotion and marketing

provision of administration support for programs

conducting program pilots

monitoring implementation outcomes

evaluating implementation outcomes

organisational policies and procedures for:

documentation of plans and programs

updating programs.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to Commonwealth, State or Territory legislation and public policies impacting on community development processes

access to organisational policies and procedures

opportunities for engagement with stakeholders and agencies involved in delivery of community programs.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE019 Work within a community development framework

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work within a community development framework.

A community development framework may include a range of methods designed to strengthen and develop communities by enhancing individual and group capacity to confidently engage with community structures and to address problems and issues.

This unit applies to workers using a community development approach to carry out work in the health, community services or other sectors. Workers at this level are part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Operate within a community development framework.	1.1. Operate in accordance with the vision and purpose of the community development work plan. 1.2. Work with communities to achieve their priorities through enhancing skills, accessing support and working with others in the community who share concerns and issues.
2. Coordinate a community consultation process.	2.1. Define and manage the scope of community consultation. 2.2. Listen to individual stakeholder stories and distinguish between private and public issues. 2.3. Determine stakeholder willingness to engage in public action and support engagement in a public process to bring about change. 2.4. Respond to diverse viewpoints respectfully. 2.5. Provide referrals to address concerns raised beyond the scope of the public process according to organisational policies and procedures. 2.6. Ensure all work reflects and meets duty of care responsibilities.
3. Work with groups to achieve community development outcomes.	3.1. Research and analyse community priorities. 3.2. Identify and document shared community priorities within the public group processes. 3.3. Plan strategies in collaboration with the community to ensure priorities are addressed. 3.4. Document structures and resources available to community to maximise outcomes for stakeholders. 3.5. Provide information to groups and individuals to ensure they are fully informed about issues and opportunities. 3.6. Advocate and lobby for community-based outcomes. 3.7. Manage and facilitate discussions and engagement processes. 3.8. Review and modify own work practice within a community development framework.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret a variety of text to determine and confirm task requirements.
Numeracy skills to:	select and interpret mathematical information that is relevant to budget of strategic planning.

Unit Mapping Information

Supersedes and is not equivalent to CHCCDE003 Work within a community development framework.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE019 Work within a community development framework

Modification History

Not applicable.

Performance Evidence

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

engage with at least one community group to establish and achieve their priorities

develop at least one community development work plan to meet identified priorities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

relevance of the community development work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability

key features of a community development work plan

community development approaches and frameworks:

asset-based

rights-based

needs-based

gap-based

impact of current and changing social, political and economic contexts

strategies for addressing individual differences

strategies for undertaking community consultation and managing engagement

processes for documentation and provision of information

principles and practices of community development work:

structural disadvantage and inequality

social justice and human rights:

individual

family

community

society

organisational policies and procedures for referrals.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to a community development work plan template

access to organisational policies and procedures

opportunities for engagement with community stakeholders and a community group.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE020 Implement participation and engagement strategies

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work with individuals and groups in specific community groups and support their engagement in making decisions that affect their lives.

This unit applies to workers using a community development approach to carry out work in the health, community services or other sectors. Workers at this level are part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Define the priorities of specific community groups.	1.1. Identify and document the details of individual and group priorities of the specific community through research and stakeholder consultation. 1.2. Collaborate with stakeholders to identify preferred means of communicating with individuals and groups from specific communities.
2. Undertake work in the context of specific community groups.	2.1. Use the values, priorities and structures within specific communities to define the ways of working. 2.2. Evaluate specific community group structures and utilise to maximise outcomes for individuals and groups. 2.3. Ensure work within specific community groups is consistent with job role and agreed protocols. 2.4. Communicate with stakeholders in ways which are consistent with specific community group practices and standards.
3. Evaluate work undertaken within specific community groups.	3.1. Monitor work to ensure reflection of specific community group values and structures. 3.2. Evaluate work through collaboration with specific community group stakeholders. 3.3. Undertake evaluation in a manner that ensures responsiveness to specific community group priorities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret a variety of text to determine and confirm task requirements.
Numeracy skills to:	select and interpret mathematical information that is relevant to budget of strategic planning.

Unit Mapping Information

Supersedes and is not equivalent to CHCCDE004 Implement participation and engagement strategies.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE020 Implement participation and engagement strategies

Modification History

Not applicable.

Performance Evidence

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

research individual and group issues of at least one specific community group

engage effectively with a number of individuals from at least one specific community group, validated by community acceptance over at least three different occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

social, political, cultural and historical issues that affect and are relevant to specific community groups

key aspects of specific community groups:

group composition

community, society and group structures

practices and values

social issues relevant to the specific community group

health issues relevant to the specific community group

relevant networks, people and stakeholders

communication protocols and practice

key features of community groups with diverse attributes and needs

family and power relevant to influence and decision making

deviance and the impact on specific community groups and community dynamics

identity theories, including social and socialisation influences

strategies for collaborating with individuals and groups in specific community groups

specific community group practices and standards for communication

protocols for work within specific community groups

processes for monitoring and evaluating work in specific community groups.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with individuals and groups within specific community groups.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE021 Develop and support community resources

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work with the community to develop relevant and effective resources to engender community support for initiatives aimed at specific community groups.

This unit applies to workers using a community development approach to carry out work in the health, community services or other sectors. Workers at this level are part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess specific community group resource requirements.	1.1. Work with community stakeholders and networks to document specific community group resource requirements and needs. 1.2. Research existing available resources and assess their capacity to meet priorities of the specific community group. 1.3. Develop strategies to address gaps in available resources. 1.4. Develop strategies for the provision of resources to assist in meeting objectives within funding considerations.
2. Develop an information base.	2.1. Establish and maintain professional networks. 2.2. Create opportunities to develop supportive connections between key stakeholders, including arranging and conducting meetings. 2.3. Identify and plan for obstacles to effective contact between people and develop strategies to overcome these. 2.4. Maintain records and make available as required to facilitate community interaction.
3. Develop community resources.	3.1. Develop resources with participation of key stakeholders. 3.2. Follow organisational policies and procedures to facilitate endorsement and implementation of community resources. 3.3. Undertake work to ensure that maintenance of community resources is carried out according to organisational policies and procedures and budget allocations.
4. Facilitate community access to resources.	4.1. Promote availability of resources to the specific community group, key stakeholders and organisations within the community to encourage participation in activities. 4.2. Make resources available to users as required according to organisational policies and procedures. 4.3. Review resources regularly to ensure usefulness and currency.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret a variety of text to determine and confirm task requirements.
Numeracy skills to:	select and interpret mathematical information that is relevant to budget of strategic planning.

Unit Mapping Information

Supersedes and is equivalent to CHCCDE005 Develop and support relevant community resources.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE021 Develop and support community resources

Modification History

Not applicable.

Performance Evidence

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

identify resource priorities for at least one specific community group

design and develop at least two resources for at least one specific community group

establish at least two networks of key stakeholders and organisations and participate in at least one meeting for each

document and store resources according to organisational policies and procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

social, political, cultural and historical issues that affect and are relevant to specific community groups

legal requirements and organisational policies and procedures for:

copyright and confidentiality

documentation and storage of information

facilitating endorsement and implementation of community resources

review and maintenance of community resources

media, resources and techniques used to develop community resources

strategies for developing and maintaining professional networks

strategies for promotion of community resources

key aspects of specific community groups:

group composition

community and group structures

practices and values

cultural preferences

social issues relevant to the specific community group

health issues relevant to the specific community group

relevant networks, people and stakeholders

communication protocols and practice.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with community stakeholders and a specific community group.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE022 Work to empower Aboriginal and/or Torres Strait Islander communities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work with Aboriginal and/or Torres Strait Islander community clinics or in mainstream services that empower that community.

This unit of competency supports the recognition, protection and continued advancement of the inherent rights, cultures and traditions of Aboriginal and/or Torres Strait Islander people.

It recognises that the improvement of the health and wellbeing status of Aboriginal and/or Torres Strait Islander people must include attention to physical, spiritual, cultural, emotional and social wellbeing, community capacity, self-determination and governance.

Its application must be culturally sensitive and supportive of traditional healing and health, knowledge and practices.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Apply community development frameworks and models to Aboriginal and/or Torres Strait Islander context.	1.1. Identify the role of Aboriginal and/or Torres Strait Islander services and organisations within the community. 1.2. Engage Aboriginal and/or Torres Strait Islander people and communities in decision making that relates to the delivery of services that they have determined as priorities. 1.3. Support Aboriginal and/or Torres Strait Islander people in achieving access and equity to services. 1.4. Establish and maintain networks with agencies and community services to support and empower Aboriginal and/or Torres Strait Islander people and communities.
2. Work in a culturally safe manner.	2.1. Acknowledge and respect local community values, cultural beliefs and gender roles when working with Aboriginal and/or Torres Strait Islander people. 2.2. Apply cultural safety protocols in implementing government policies, undertaking research and data collection and working with Aboriginal and/or Torres Strait Islander people. 2.3. Identify cultural factors that may produce stress and have a potential to impact own work practices and report according to organisational policies and procedures in order to support service delivery and personal wellbeing. 2.4. Work safely within own responsibility and competence and in line with community protocols, organisational policies and procedures and regulatory requirements. 2.5. Identify existing strengths within the Aboriginal and/or Torres Strait Islander people and communities and work to build on these.
3. Work with Aboriginal and/or Torres Strait Islander people to apply strategies and policies which deal with identified issues and priorities.	3.1. Identify aspects of organisational service strategies, policies, bodies and resources relevant to work in Aboriginal and/or Torres Strait Islander communities. 3.2. Apply strategies and policies to address identified priorities of Aboriginal and/or Torres Strait Islander people and communities. 3.3. Document barriers to access and equity in relation to Aboriginal and/or Torres Strait Islander and mainstream services. 3.4. Use available opportunities to advocate on behalf of Aboriginal and/or Torres Strait Islander people and communities. 3.5. Maintain confidentiality of personal information according to organisational policies and procedures. 3.6. Support Aboriginal and/or Torres Strait Islander people and communities to advocate and lobby on issues of importance to them.
4. Evaluate own culturally safe work practices.	4.1. Evaluate service delivery against desired outcome. 4.2. Ensure participation of Aboriginal and/or Torres Strait Islander people in the evaluation. 4.3. Revise strategies as required based on evaluation.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCCDE006 Work to empower Aboriginal and/or Torres Strait Islander communities.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE022 Work to empower Aboriginal and/or Torres Strait Islander communities

Modification History

Not applicable.

Performance Evidence

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

work collaboratively with Aboriginal and/or Torres Strait Islander people, families and communities to support and empower the community to identify their own priorities and develop strategies to address them on at least one occasion

review own work practices to ensure current strategies, programs and models build on strengths to address Aboriginal and/or Torres Strait Islander priorities and support community participation and control in a culturally safe manner on at least one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Aboriginal and/or Torres Strait Islander programs and services:

national, State or Territory and regional policies

national Aboriginal and/or Torres Strait Islander peak organisations and available resources

cultural safety protocols for working with Aboriginal and/or Torres Strait Islander people and communities

key health and social determinants for Aboriginal and/or Torres Strait Islander communities

relevant aspects of the community services and health care system, including access to benefits

community development as a social change strategy

strategies for advocating on behalf of Aboriginal and/or Torres Strait Islander people and communities

principles and practices of community development approaches and frameworks:

asset-based

rights-based

needs-based

gap-based

organisational policies and procedures for:

reporting

work health and safety

confidentiality of personal information

evaluation of service delivery.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with community stakeholders including Aboriginal and/or Torres Strait Islander people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is an Aboriginal and/or Torres Strait Islander community services worker or accompanied by an Aboriginal and/or Torres Strait Islander person.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE023 Develop and deliver community projects

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work with the community to develop and deliver community projects on relevant issues.

This unit applies to workers using a community development approach to carry out work in the health, community services or other sectors. Workers at this level are part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop a community project plan.	1.1. Develop project plan to address issues of concern for target groups through participation of key stakeholders and organisations, identifying priorities and desired outcomes. 1.2. Identify and secure human, financial and physical resources for implementation of plan. 1.3. Develop strategies and educational resources and materials applicable to the context, issue and audience. 1.4. Prepare promotional materials in line with organisational policies and procedures.
2. Deliver the community project.	2.1. Implement strategies and distribute educational and promotional resources and materials to ensure maximum effectiveness for delivery of the project. 2.2. Implement strategies to encourage participation in the project and the expression of views regarding its process and content. 2.3. Make project adjustments as required to meet the needs of specific groups. 2.4. Seek feedback on the community project from participants according to organisational policies and procedures.
3. Review the community project.	3.1. Evaluate the community project against the planned goals and objectives in accordance with organisational policies and procedures. 3.2. Discuss outcomes of project evaluations with key stakeholders and organisations to determine future directions. 3.3. Document community project outcomes and act on them according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCCDE007 Develop and provide community projects.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE023 Develop and deliver community projects

Modification History

Not applicable.

Performance Evidence

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

plan, deliver and evaluate at least one community project, including identifying and matching resources with activities to address community needs and priorities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Commonwealth, State or Territory legislation and public policies impacting on community development processes

social, community and youth issues impacting the local community

principles and practices of community development work:

structural disadvantage and inequality

social justice and human rights

individual

family

community

society

principles of designing and developing a community program:

community priorities assessment and analysis

asset mapping

goals and objectives for project

resource availability

strategies and actions needed to achieve goals

accountability requirements

resources and support within the community

review and evaluation

decision-making structures and processes at organisation, community, regional and system level

organisational policies and procedures for:

preparation of promotional material and dealing with the media

project evaluation

seeking feedback from stakeholders

documentation.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to Commonwealth, State or Territory legislation and public policies impacting on community development processes

access to organisational policies and procedures

opportunities for engagement with community stakeholders.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE024 Support community action

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to support the community to represent their own priorities and aspirations through social and public action.

This unit applies to workers using a community development approach to carry out work in the health, community services or other sectors. Workers at this level are part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Respond to community priorities.	1.1. Plan and implement opportunities for stakeholders to identify and advance community priorities and aspirations. 1.2. Identify models of participation and action research methods. 1.3. Identify, develop and agree on strategies for meeting community priorities.
2. Support identified community priorities.	2.1. Assess suitability of activities proposed to address community priorities. 2.2. Determine amount and type of resources required to undertake proposed activities and assist in securing access to resources. 2.3. Support community and stakeholders to undertake advocacy and lobbying activities. 2.4. Facilitate collaboration and cooperation between community stakeholders.
3. Evaluate effectiveness of community action.	3.1. Evaluate the effectiveness of activities in meeting community priorities using accepted strategies and mechanisms. 3.2. Review progress of strategies with key stakeholders and update as required to ensure strategies continue to support community priorities. 3.3. Document outcomes of evaluations and report according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCCDE008 Support community action.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE024 Support community action

Modification History

Not applicable.

Performance Evidence

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

support at least one community to identify their rights and represent their priorities and aspirations through social and public action.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Commonwealth, State or Territory legislation and public policies impacting on community development processes

social, community and youth issues impacting the local community

social structures and systems in the community

principles and practices of community development work:

structural disadvantage and inequality

social justice and human rights:

individual

family

community

society

current social policy and its implementation programs

components of strategic planning

decision-making systems and leadership

community development principles relevant to social action, public action and asset-based approaches

principles of community engagement

techniques for negotiation and conflict management

processes for undertaking action research

role and means of social movements as the driver for social change

techniques for service promotion

general and cultural issues relevant to specific community group

strategies and mechanisms for evaluation of activities

organisational policies and procedures for documentation.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to Commonwealth, State or Territory legislation and public policies impacting on community development processes

access to organisational policies and procedures

opportunities for engagement with community stakeholders.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE025 Develop and support community leadership

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge to design, provide and promote systems that identify and develop both potential and existing leaders to build capacity within the community. Leaders may or may not have a formalised leadership role within the community.

This unit applies to workers using a community development approach to carry out work in the health, community services or other sectors. Workers at this level are part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify community leaders.	1.1. Identify potential and existing community leaders and leadership structures that are recognised and accepted by community. 1.2. Engage previous, potential and existing community leaders to establish parameters for their involvement, according to community protocols.
2. Develop and maintain support mechanisms.	2.1. Design support mechanisms to enable the identification of the role, responsibilities, context and accountability of community leadership. 2.2. Identify and address factors which might have an impact on the effectiveness of community leadership. 2.3. Identify and access resources required to support community leadership.
3. Promote community leadership.	3.1. Create and respond to opportunities to routinely promote the importance of community leadership. 3.2. Ensure the development of structures, processes and practice reflects the defined role and importance of community leadership.
4. Develop community leadership skills.	4.1. Design and provide learning programs aimed at building on existing strengths and skills in leadership. 4.2. Implement activities to assist the development of community leadership. 4.3. Proactively provide individuals with structured and supported opportunities to experience leadership.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCCDE009 Develop and support community leadership.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE025 Develop and support community leadership

Modification History

Not applicable.

Performance Evidence

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

develop and implement at least one learning program and one activity, aimed to support the development of leadership skills

provide support for community leadership structures on at least three different occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Commonwealth, State or Territory legislation and public policies impacting on community development processes

social, community and youth issues impacting the local community

concepts of effective leadership

cultural awareness protocols of the community

support mechanisms and structures in relevant communities and cultural contexts

instructional design principles and options relating to learning program design and structure

availability and types of skills development resources, learning materials and pre-developed learning activities in the local community

methodology relating to developing and documenting new learning activities and related learning materials

delivery modes and methods.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to Commonwealth, State or Territory legislation and public policies impacting on community development processes

opportunities for engagement with community stakeholders.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE026 Develop and lead community engagement strategies to enhance participation

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to apply advanced community engagement skills to increase participation in the community development environment.

The high-level engagement skills described in this unit apply to a range of workplace contexts involving skill development, application and evaluation of engagement strategies to ensure effective community participation in relevant projects and activities.

This unit applies to workers using a community development approach to carry out work in the health, community services or other sectors. Workers at this level are part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop community engagement plan.	1.1. Document the purpose and scope of the community engagement. 1.2. Identify documents and community stakeholders involved in the engagement process. 1.3. Analyse and determine the level of impact that stakeholders have on decisions and public participation. 1.4. Specify the engagement tools and methods to be used within specified timeframes. 1.5. Identify barriers to participation and strategies to address barriers. 1.6. Identify and document evaluation mechanisms. 1.7. Identify required resources and develop a budget proposal. 1.8. Present the completed plan to management and the community for revision and endorsement.
2. Implement the engagement plan.	2.1. Organise the participation activity according to the plan. 2.2. Proactively identify and address the specific priorities of individuals who are disengaged. 2.3. Identify and use communication methods that meet the needs of stakeholders to promote participation. 2.4. Undertake the engagement activity using relevant tools and techniques. 2.5. Encourage all group members to contribute their ideas constructively and respectfully during group discussions. 2.6. Use strategies that enhance effective group interactions and communication. 2.7. Respond to stakeholder questions and concerns according to organisational policies and procedures. 2.8. Document participation feedback from stakeholders according to organisational policies and procedures.
3. Evaluate and review the outcomes and effectiveness of the engagement plan.	3.1. Conduct an evaluation of the participation activities. 3.2. Review the engagement activities in comparison with the plan objectives to determine effectiveness. 3.3. Document the outcomes and evaluation feedback according to organisational policies and procedures. 3.4. Report evaluation and review information to relevant stakeholders.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCCDE010 Develop and lead community engagement strategies to enhance participation.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE026 Develop and lead community engagement strategies to enhance participation

Modification History

Not applicable.

Performance Evidence

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

develop, implement and review one community engagement plan

facilitate at least three group discussions, including:

using a range of group facilitation strategies to enhance interactions between group members and to gather relevant feedback

providing feedback to the group regarding outcomes.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

communication styles and techniques

principles of effective community engagement and participation

community engagement techniques including online tools and use of social media

methods of research

capacity building

evaluation and review

building and maintaining partnerships

social capital

reporting mechanisms

re-engagement strategies for individuals who are disengaged

organisational policies and procedures for:

responding to questions and concerns

documentation.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with community stakeholders.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE027 Implement community development strategies

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work with individuals, groups and the community to identify issues and develop cooperative processes to facilitate change.

This unit applies to workers using a community development approach to carry out work in the health, community services or other sectors. Workers at this level are part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work with individuals and groups to identify issues.	1.1. Communicate with individuals and groups to ensure that their story is heard and understood, and to test that there is common understanding. 1.2. Respond to individual and group issues in a manner which shows respect for and a commitment to assist in their resolution. 1.3. Proactively provide referrals to assist in the resolution of issues. 1.4. Identify and address barriers to moving private concerns into public action. 1.5. Identify individual and community strengths, talents and abilities that can address community priorities.
2. Work with groups to establish cooperative processes.	2.1. Identify relevant models of work and establish mechanisms and actions to address group priorities and strengths. 2.2. Organise opportunities to facilitate community participation. 2.3. Establish common goals and coordinate strategies for a cooperative group process. 2.4. Engage key stakeholders in planning, implementing and evaluating strategies for community empowerment and action. 2.5. Follow organisational policies and procedures for reporting.
3. Support group processes and skills development.	3.1. Identify strengths and assets and access available resources to facilitate group and community work strategies and activities. 3.2. Participate in facilitation of effective group meetings to enhance outcomes. 3.3. Support and maintain group processes to facilitate achievement of identified outcomes by the group. 3.4. Monitor effectiveness of group processes and provide information to the group to enable improvement and change.
4. Reflect on practice.	4.1. Reflect on and improve own practice. 4.2. Regularly participate in a review mechanism as a commitment to upgrading skills and knowledge. 4.3. Work with the group to reflect on group practice and processes and identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret a variety of text to determine and confirm task requirements.

Unit Mapping Information

Supersedes and is equivalent to CHCCDE011 Implement community development strategies.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE027 Implement community development strategies

Modification History

Not applicable.

Performance Evidence

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

identify at least one community priority and assess the structures and issues

engage cooperatively with at least one community group to develop strategies to address their priorities and issues

support at least three activities to facilitate community participation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Commonwealth, State or Territory legislation and public policies impacting on community development processes

community processes and protocols

funding sources and their policies and strategies for encouraging community input and participation

principles and practices of community development work:

structural disadvantage and inequality

social justice and human rights:

individual

family

community

society

community development approaches and frameworks:

asset-based

rights-based

needs-based

gap-based

representation, lobbying and advocacy

power and conflict management

principles of networking and the role of partnerships

key methods of information dissemination and the benefits of use

referral processes

purpose and process of reflection

methods of monitoring and reviewing processes

general and cultural issues relating to specific community groups

group processes

organisational policies and procedures for data collection, analysis, and reporting.

Assessment Conditions

Skills must be demonstrated in demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to Commonwealth, State or Territory legislation and public policies impacting on community development processes

access to organisational policies and procedures

opportunities for engagement with community stakeholders.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE028 Work within organisation and government structures to enable community development outcomes

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work within community and government structures to enable community development processes.

This unit applies to workers using a community development approach to carry out work in the health, community services or other sectors. Workers at this level are part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work within the structures and processes of the organisation.	1.1. Identify and work within the management and governance structure, philosophy and purpose of own organisation. 1.2. Work within lines of decision making and accountability in contributing to planning processes in relation to organisation’s community development activities. 1.3. Ensure decisions and processes are documented according to organisational policies and procedures and accessible to all involved.
2. Assess extent to which organisation supports community development work.	2.1. Identify organisation policies and procedures of the local community. 2.2. Use a strengths-based approach to community development work. 2.3. Develop and use strategies to address identified barriers.
3. Utilise all levels of government for community development activities and projects.	3.1. Research all levels of government to identify current and future funding sources for community resources and programs. 3.2. Identify potential government policy barriers and work with community stakeholders to determine strategies to address. 3.3. Develop strategic alliances between the organisation, community members and relevant government agencies to support community development activities. 3.4. Proactively seek opportunities to influence government decision and policy making which relates to community issues and priorities. 3.5. Ensure community development activities and projects adhere to relevant Commonwealth, State or Territory legal requirements. 3.6. Regularly update information about current legal requirements and develop proposals to modify organisational policies and procedures in relation to community development activities.
4. Maintain the profile of community development work within the organisation.	4.1. Use formal and informal networks to communicate the organisation’s community development activities and achievements. 4.2. Use communication media and activities to convey information about community development activities and achievements of the organisation to encourage support and interest. 4.3. Seek and utilise opportunities to promote the organisation and its community development work and activities. 4.4. Display sensitivity in details, content and extent of public comment on organisation’s activities, in accordance with organisational policies and procedures for privacy and confidentiality.
5. Maintain management support for community development activities and projects.	5.1. Identify and advise management of political, social, cultural and economic trends that may impact on community development activities and projects. 5.2. Ensure community development activities and project work is carried out in accordance with the policies and procedures of the organisation. 5.3. Promptly address problems in implementing defined procedures to ensure resolution. 5.4. Identify and seek to resolve conflict between organisational policies and procedures and community and public issues. 5.5. Ensure information about community development activities and projects is provided within the management structures to facilitate effective and informed deliberations and decision making. 5.6. Prepare and present a community development activities and projects report according to organisational policy and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	complete familiar forms document simple written instructions.
Reading skills to:	interpret a variety of text to determine and confirm task requirements.
Numeracy skills to:	select and interpret mathematical information that is relevant to budget of strategic planning.

Unit Mapping Information

Supersedes and is equivalent to CHCCDE012 Work within organisation and government structures to enable community development outcomes.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE028 Work within organisation and government structures to enable community development outcomes

Modification History

Not applicable.

Performance Evidence

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

assess aspects of at least one organisation’s management structure, philosophy policies and procedures, which support community development work and the potential barriers to that work

prepare at least one comprehensive and accurate report on community development activities and projects and present to relevant stakeholders and management.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Commonwealth, State or Territory legislation and public policies impacting on community development processes

structures and systems that support or present barriers to community development

principles of participatory democracy

management and governance structures operating with the community services industry

key aspects of social, economic, political, cultural and economic development in the local community

funding sources for community resources and programs at all levels of government

managerial processes and approaches:

management systems and principles

performance standards

service quality development

consumer focus

enterprise agreements

performance monitoring and review

change management principles

organisational policies and procedures for:

completion of community development activities and project work

documentation

privacy and confidentiality.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to Commonwealth, State or Territory legislation and public policies impacting on community development processes

access to organisational policies and procedures

opportunities for engagement with community stakeholders.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE029 Establish and develop community organisations or social enterprises

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work with the community to develop existing or establish new community organisations and social enterprises.

This unit applies to workers using a community development approach to carry out work in the health, community services or other sectors. Workers at this level are part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish the marketplace need, purpose and philosophy for the community organisation or social enterprise.	1.1. Engage with community stakeholders to identify and assess the marketplace need, purpose and philosophy for establishment of a new, or the development of an existing, community organisation or social enterprise. 1.2. Negotiate to generate support for the priorities and rights of the target group, taking into account community stakeholder viewpoints and perspectives. 1.3. Clarify and negotiate goals and objectives with key community stakeholders, consistent with the purpose and philosophy of the community organisation or social enterprise. 1.4. Develop business plan to meet community stakeholder needs. 1.5. Use defined community development methods and marketplace need as the basis for all establishment work.
2. Review and develop organisational structure.	2.1. Identify and assess the proposed purpose, scope, impact and process for change, for incorporation in planning. 2.2. Prepare reports for all aspects of the proposed plan and submit to decisions makers for approval. 2.3. Undertake participation methods to ensure all community stakeholders play a major role throughout organisational restructure or development processes. 2.4. Consult community organisations and stakeholders about proposed structural changes and arrange for their participation throughout the process. 2.5. Assess the strengths and weaknesses of forms and models of community organisations and social enterprises. 2.6. Develop an organisational structure consistent with the purpose, philosophy and roles of the community organisation or social enterprise, and which meet industrial, legal and policy requirements. 2.7. Establish mechanisms to monitor the development of the organisational structure and identify areas for change. 2.8. Provide ongoing advice to decision makers as required on all aspects of the proposed changes and implementation strategy. 2.9. Implement organisational restructure in line with the approved strategy.
3. Meet legal requirements to establish new or develop existing community organisation or social enterprise.	3.1. Identify and adhere to legal requirements to establish the community organisation or social enterprise. 3.2. Ensure records required to meet legal requirements are prepared, authorised and handled according to organisational policies and procedures.
4. Market and promote the organisation and organisational changes.	4.1. Promote the benefits of the new organisation or organisation changes to stakeholders, target groups and those within the organisation to foster maximum effectiveness. 4.2. Implement evaluation and monitoring processes to ensure maximum effectiveness of changes.
5. Evaluate community organisation or social enterprise results.	5.1. Assess the community organisation or social enterprise results against plan. 5.2. Discuss results with key stakeholders to determine future directions. 5.3. Document key changes in future planning of the community organisation or social enterprise, according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret a variety of text to determine and confirm task requirements.
Numeracy skills to:	select and interpret mathematical information that is relevant to budget of strategic planning.

Unit Mapping Information

Supersedes and is equivalent to CHCCDE013 Establish and develop community organisations or social enterprises.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE029 Establish and develop community organisations or social enterprises

Modification History

Not applicable.

Performance Evidence

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

develop, implement and evaluate a business plan for at least one community organisation based on community need.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Commonwealth, State or Territory legislation and public policies impacting on community development processes

community organisation models:

government funded

fee for service

community based

sources of funding:

Commonwealth, State or Territory and local government funding sources

philanthropic agencies

private business and sponsorship

requests, donations and other private grants

fees for services

contemporary economics and politics and their impact on community development

organisation design and management principles

key community networks and stakeholders

project planning process

key features of and processes for development of a business plan:

goal identification

identification of stakeholders

budgeting

risk management

organisational structure

identification of products and services

implementation procedures

evaluation

organisational policies and procedures for:

record keeping

documentation.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to Commonwealth, State or Territory legislation and public policies impacting on community development processes

access to organisational policies and procedures

opportunities for engagement with community stakeholders.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE030 Facilitate the development of community capacity to manage place making

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify, implement and review methods for improving community knowledge and involvement in place management practices using partnership building.

This unit applies to workers using a community development approach to carry out work in the health, community services or other sectors. Workers at this level are part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research and display the diversity of issues and factors that describe a place.	1.1. Gather and collate demographic data on community. 1.2. Identify and document current and future community support and growth impacts. 1.3. Identify and document current and future demand on community resources. 1.4. Identify community-based assets, skills and resources which can be mobilised to maximise place. 1.5. Analyse data to identify the composition, characteristics and planning issues of the community. 1.6. Display information compiled from these activities and communicate to stakeholders to support future recommendations and actions.
2. Support community through information, skills and opportunities for involvement in place management.	2.1. Identify, research and collate relevant information to assist in the assessment of current community knowledge, skills and opportunities to determine scope of community involvement in a project. 2.2. Establish links with community interest groups, government and non-government organisations and agencies, and the broader community to scope the community priorities, skill level and partnership opportunities. 2.3. Utilise mechanisms to engage the community in a working partnership with the organisation. 2.4. Document gaps between community expectations and current place management practices. 2.5. Research necessary modifications and improvements to existing place management practices to meet community expectations. 2.6. Identify and document new locations and places which require the implementation of place management practices and activities in the community.
3. Identify and assess effectiveness of methods to create and increase community awareness of the organisation’s role and purpose in managing place.	3.1. Collate and analyse data on the effectiveness of engagement methods in the context of known community data and place planning objectives. 3.2. Develop criteria for determining the range and effectiveness of consultative methods and apply to determine opportunities for community participation. 3.3. Determine the most suitable methods for the identified community and place. 3.4. Identify resources to support community to succeed in plan implementation.
4. Develop a place plan.	4.1. Identify barriers, supports and additional resources required that may impact plan success. 4.2. Develop the plan through participation of the broad community, businesses, and other government and non-government agencies and organisations. 4.3. Advertise and exhibit the plan and incorporate feedback in accordance with organisational policies and procedures. 4.4. Present the plan to key decision makers for endorsement and incorporate their amendments. 4.5. Disseminate the plan to relevant agency or departmental personnel who will be involved in implementation. 4.6. Return the plan to the community and acknowledge and promote completion.
5. Manage and review implementation of place plan.	5.1. Develop qualitative and quantitative performance measuring processes and confirm in collaboration with the community. 5.2. Engage the community to collect, analyse and display qualitative and quantitative data that provides accurate measures of implementation, performance and progress. 5.3. Use information obtained during performance monitoring, both within and outside of the place, to modify and further develop the planned implementation program. 5.4. Engage the community to ensure the community maintains interest and sense of ownership in implementation of plan.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret a variety of text to determine and confirm task requirements.
Numeracy skills to:	select and interpret mathematical information that is relevant to budget of strategic planning.

Unit Mapping Information

Supersedes and is equivalent to CHCCDE014 Facilitate the development of community capacity to manage place making.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE030 Facilitate the development of community capacity to manage place making

Modification History

Not applicable.

Performance Evidence

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

conduct research to identify priorities, strengths and assets, including information, skills and opportunities for involvement in place management of one community

use research outcomes to support one community to develop, implement and monitor a place plan.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

sources of comprehensive, demographic and cultural resource information

strategies for involving a diverse community in planning and activities

community cultural development philosophy and practice

community networks

planning controls, permissions and constraints

factors that describe a ‘place’

place management principles

asset-based community development

community engagement principles

individual character of a place and a collective vision

multi-disciplinary programs, policies and initiatives relevant to specific community groups

capacities for building partnerships between key stakeholders

event coordination and marketing techniques.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with community stakeholders.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE031 Develop and implement a community renewal plan

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify, develop and implement community renewal strategies.

This unit applies to workers using a community development approach to carry out work in the health, community services or other sectors. Workers at this level are part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work with the community and other stakeholders to identify community renewal opportunities.	1.1. Identify and document stakeholders involved in the community renewal process. 1.2. Conduct research to identify models of community renewal. 1.3. Develop a community profile utilising existing relevant local resources. 1.4. Identify and document the assets and priorities of the community through research and stakeholder participation.
2. Develop a community renewal strategy.	2.1. Develop a community renewal strategy in accordance with the identified priorities and based on community strengths. 2.2. Establish goals and objectives for projects including criteria to evaluate projects. 2.3. Organise opportunities to gain community participation. 2.4. Identify relevant community structures and utilise to maximise community renewal outcomes. 2.5. Document the community renewal strategy according to organisational policy and procedures.
3. Identify and manage resources for community renewal.	3.1. Identify and access available resources to foster the success of community renewal. 3.2. Allocate resources within budget according to organisational policies and procedures. 3.3. Document use of resources and report to stakeholders according to organisational policies and procedures.
4. Work with the community and individuals to promote community renewal.	4.1. Develop a profile of all potential stakeholders in community renewal. 4.2. Assess and obtain resources required to effectively promote community renewal. 4.3. Develop promotional materials and make them accessible to target groups. 4.4. Utilise existing networks for promotion of community renewal and develop new ones. 4.5. Evaluate and adjust promotional strategies to meet changing needs of target groups.
5. Implement community renewal strategies.	5.1. Undertake work to implement operational arrangements to facilitate community renewal. 5.2. Contribute to the development of policies and processes to facilitate resolution of community concerns in the community renewal process. 5.3. Routinely employ effective interpersonal communication techniques to motivate groups to work cooperatively.
6. Evaluate effectiveness of community renewal strategies.	6.1. Develop performance indicators for community renewal. 6.2. Undertake evaluation of work in collaboration with community stakeholders and according to organisational policies and procedures. 6.3. Ensure that feedback on the effectiveness of community renewal is collected and provided to the community to enable improvement and change. 6.4. Ensure all reporting requirements are met in accordance with organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret a variety of text to determine and confirm task requirements.
Numeracy skills to:	select and interpret mathematical information that is relevant to budget of strategic planning.

Unit Mapping Information

Supersedes and is equivalent to CHCCDE015 Develop and implement a community renewal plan.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE031 Develop and implement a community renewal plan

Modification History

Not applicable.

Performance Evidence

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

collaboratively develop, implement and evaluate at least one community renewal strategy.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Commonwealth, State or Territory legislation and public policies impacting on community development processes

aims, economic and social context of community renewal

community renewal principles and practices

impact of cultural and community values within the community

context of the need for community renewal

stakeholder engagement and management techniques

networks and stakeholders relevant to the community

interpersonal communication techniques

organisational policies and procedures for:

budget allocations

documentation

reporting

evaluation.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to Commonwealth, State or Territory legislation and public policies impacting on community development processes

access to organisational policies and procedures

opportunities for engagement with community stakeholders.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE032 Deliver emergency relief services

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to provide emergency relief to people and families.

The work described in this unit will take place within an agency or service and may be provided in a range of areas including but not limited to finance, food, shelter, managing utilities, health and disaster relief.

This unit applies to emergency relief, community work or a community development work context. Workers at this level are part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Communicate in an emergency relief context.	1.1. Communicate with people and families to identify their priorities and issues. 1.2. Communicate with people and families to support them to resolve their needs and issues. 1.3. Communicate mission and values of the service agency. 1.4. Communicate appropriately when working with other agencies.
2. Provide emergency relief services.	2.1. Assess the priorities of people and families to ensure suitable support is recommended. 2.2. Provide information to people and families according to their priorities. 2.3. Ensure recommended relief services are within agency’s capabilities and budget to provide. 2.4. Refer people and families to agencies, services and professionals according to their individual needs. 2.5. Provide support and advocacy for people and families according to their priorities. 2.6. Provide emergency relief services according to legislative requirements and organisational policies and procedures.
3. Undertake administrative duties.	3.1. Maintain networks with other agencies. 3.2. Attend meetings to review agency range of services. 3.3. Maintain statistics according to organisational policies and procedures. 3.4. Maintain files and financial records according to organisational policies and procedures. 3.5. Mentor new volunteers in working within organisation philosophies and ethical frameworks. 3.6. Undertake activities as required to support organisational mission and values.
4. Review and monitor own work.	4.1. Identify scope of work to ensure that services provided are within personal and organisation capabilities. 4.2. Address diverse views and conflicts within the organisation to ensure service provision is maintained. 4.3. Participate in organisational monitoring activities to enable service provision to be reviewed. 4.4. Seek to address difficulties and assistance with appropriate person.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret a variety of text to determine and confirm task requirements.
Numeracy skills to:	select and interpret mathematical information that is relevant to budget of strategic planning.

Unit Mapping Information

Supersedes and is equivalent to CHCCDE016 Deliver emergency relief services.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE032 Deliver emergency relief services

Modification History

Not applicable.

Performance Evidence

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

implement and monitor emergency relief services for two different people or families.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Commonwealth, State or Territory legislation and regulation relevant to emergency relief provision

emergency relief in a disaster context

processes for management of emergency facilities to meet diverse needs in the community

organisational code of conduct

services available from the agency

own role and responsibilities

referral networks and their service provision

organisation’s availability of internal and external emergency service provision, resources and assistance

strategies to maintain personal wellbeing

organisational policies and procedures for:

mandatory reporting

privacy and confidentiality

provision of emergency relief services

maintaining data, files and financial records.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to Commonwealth, State or Territory legislation and regulation relevant to emergency relief provision

access to organisational policies and procedures

opportunities for engagement with community stakeholders.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM009 Facilitate goal directed planning

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work collaboratively with people to plan and make informed decisions for the provision of services and resources aimed at maximising and enhancing their independence and quality of life.

Workers at this level will demonstrate autonomy, well-developed judgement, adaptability, and responsibility and are typically already experienced in working intensively with people with complex and diverse needs.

This unit applies to work in a broad range of contexts where a high level of collaborative planning skills and knowledge is required to develop a plan based on needs that have been pre-determined in an assessment process.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Case Management

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Undertake planning to address person’s identified needs and goals.	1.1. Collaborate with the person to confirm needs and goals as a basis for planning. 1.2. Investigate range of options available to address the person’s identified needs and achieve their goals, incorporating legal and ethical considerations. 1.3. Support the person to make informed decisions regarding their plan that reflect understanding of their current situation, likely future situation and ensuing needs. 1.4. Recognise and respect the person’s right to self-determination within legal parameters. 1.5. Identify risks and barriers to plan implementation and develop strategies to address them. 1.6. Develop a plan that builds on the person’s strengths and abilities and incorporates their identified goals, needs and preferences. 1.7. Collaborate with the person to structure a range of services in a manner that builds on and strengthens natural supports. 1.8. Devise alternative strategies to meet the person’s identified needs when specific services are not available. 1.9. Provide the person with cost details and work with them to ensure their plan is sustainable in relation to costs, access and availability. 1.10. Document plan in the person’s own words, clearly identifying all tasks and who is responsible for performing them.
2. Collaborate with others to communicate the plan.	2.1. Work in collaboration with other professionals and organisations to provide services to maximise the person’s potential for achieving their goals and meeting their needs. 2.2. Explain roles, rights and responsibilities of person and service providers and ensure they are clearly documented in the plan. 2.3. Maximise involvement of the person and other people identified by the person in planning processes and decision making. 2.4 Consult and coordinate with other service providers to plan for complex situations. 2.5. Establish and maintain communication processes to ensure effective implementation of the plan. 2.6. Share information between organisations and support maintenance of information by all parties involved, according to organisational policies and procedures for privacy and confidentiality.
3. Respond to people with different needs.	3.1. Collaborate with person to ensure planning process is culturally sensitive and appropriate. 3.2. Work in conjunction with other organisations and communities by involving representatives in the planning processes, according to the person’s needs. 3.3. Facilitate access to planning for people in complex situations and with different levels of need.
4. Monitor implementation of plan.	4.1. Regularly monitor the planned services, support and resources against person’s identified goals to ensure effective implementation of plan. 4.2. Identify any gaps in planned services and make adjustments to address them. 4.3. Maintain collaborative relationships with the person, their carer, natural supports and other service providers. 4.4. Work with the person to adjust the plan as necessary following reassessment of risks and needs. 4.5. Document and report any variations to the plan in line with organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	complete familiar forms.
Reading skills to:	interpret a variety of text to determine and confirm task requirements.

Unit Mapping Information

Supersedes and is equivalent to CHCCSM001 Facilitate goal directed planning.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM009 Facilitate goal directed planning

Modification History

Not applicable.

Performance Evidence

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

collaborate with at least three different people to facilitate a goal directed plan for each person for the provision of services and resources that maximises and enhances their strengths, independence and quality of life, including:

developing the plan

documenting the plan

monitoring the plan

adjusting the plan to address risks and needs.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

models and practices for goal directed planning and current research in area of practice

range of services, networks, resources, and holistic solutions available to people with complex needs

components of service delivery system

impact of trauma on the planning process

gaps in the service system

characteristics and needs of identified cohort

culturally and linguistically diverse (CALD) and Aboriginal and/or Torres Strait Islander people and their role in culturally safe planning

significance of the service setting, including working in the person’s home

organisational policies and procedures relating to:

planning

documentation

reporting

privacy and confidentiality of information

provision of interpreter services

legal and ethical considerations relevant to developing plans and how these are applied in organisations and individual practice:

professional standards

codes of ethics

duty of care

dignity of risk

informed consent

principles of:

beneficence

non-malfeasance

social justice

autonomy

advocacy

natural supports:

family

friends

neighbours.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to case management plan templates

access to organisational policies and procedures

links to other local service agencies or organisations

opportunities for engagement with people accessing services and people providing services.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM010 Implement case management practice

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and implement a plan for case management.

Workers at this level demonstrate autonomy, well developed judgement, adaptability and responsibility, and are typically already experienced in working intensively with people requiring support.

This unit applies to work in a range of health and community service sector contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Case Management

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Initiate case management process.	1.1. Confirm eligibility of person for case management and match their profile against service eligibility criteria. 1.2. Inform the person of all rights and responsibilities and obtain person’s consent to involvement in case management. 1.3. Collect information about the person, maintain confidentiality and privacy, and minimise duplication. 1.4. Prioritise person-centred and strengths-based needs and pursue relevant, achievable time-framed goals. 1.5. Ascertain specific cultural needs of the person to provide appropriate services and support for their development. 1.6. Recognise and respect the person’s right to self-determination within legal parameters. 1.7. Identify social, economic, housing, personal and family factors that may influence the persons health, wellbeing, and level of independence. 1.8. Discuss with the person the case management process, the complaints and appeals processes and the service criteria for exit. 1.9. Estimate the level of case management support required to implement the person’s plan and discuss with all relevant parties with the person’s consent.
2. Identify and consider possible solutions to complex issues.	2.1. Identify ethical issues and questions about aspects of case management and resolve in line with organisational guidelines and regulatory requirements. 2.2. Identify complex issues relating to funding of service provision and administer resources within relevant regulatory framework. 2.3. Apply ethical practices to uphold autonomy, dignity, privacy and rights of the person. 2.4. Advocate for person-centred solutions to complex identified needs at service delivery and policy-making levels. 2.5. Collaborate with others to meet person’s needs, achieve goals and optimise outcomes.
3. Develop plan of action to address identified priorities.	3.1. Use person’s identified goals and needs assessment to develop and agree on a plan of action. 3.2. Support and develop the person’s ability to independently access alternative resources to address needs. 3.3. Conduct research to establish an informed plan of action. 3.4. Address barriers that may restrict the person’s ability to meet identified goals and determine strategies to minimise their impact. 3.5. Plan actions that are within person’s financial resources. 3.6. Convene and participate in case conferences with the person, service providers, family, carers, natural supports and others identified by the person. 3.7. Seek and obtain the person’s consent to undertake any referrals to other services and organisations. 3.8. Provide the person with timely information about available service options and support them to make informed decisions and exercise choice in all stages of the case management process. 3.9. Document the person’s goals and determine how effectiveness of interventions will be measured and evaluated.
4. Monitor service provision and coordination.	4.1. Communicate with service providers to review the individualised case management plan and adjust to optimise outcomes. 4.2. Advocate for service system improvements and identify and communicate gaps and inadequate services to program managers. 4.3. Adjust services, supports and resources according to person’s needs and financial parameters. 4.4. Document and report to relevant organisation or funding body the implications from any variations to expected plan.
5. Evaluate outcomes.	5.1. Undertake periodic reassessment and evaluation of outcomes against expected outcome. 5.2. Obtain information from person, service providers, funding bodies and case managers to determine progress and evaluate against identified goals in the plan. 5.3. Evaluate the effectiveness of plan adjustments to address person’s ongoing situation and changing needs. 5.4. Evaluate the effectiveness of case management processes and service delivery, including person’s satisfaction and costs against benefits. 5.5. Work with the person to evaluate ongoing support needs to meet their goals, including review of parameters for disengagement. 5.6. Evaluate financial outcomes of adjustments to plan. 5.7. Identify opportunities for the person to maintain or develop independence from any aspect of the plan. 5.8. Document and report person’s outcomes and satisfaction in accordance with organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	participate in a variety of spoken exchanges with a range of audiences varying structure and language to suit the audience.
Reading skills to:	interpret a variety of text to determine and confirm task requirements.

Unit Mapping Information

Supersedes and is equivalent to CHCCSM002 Implement case management practice.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM010 Implement case management practice

Modification History

Not applicable.

Performance Evidence

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

implement case management practice for three cases involving people with a diverse range of needs, goals and barriers.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

case management practice and approaches:

person-centred

evidence-based

holistic

inclusive

strengths-based

contemporary case management models and practices

current national standards for practice of case management

wide range of services and resources available for case management

components of service delivery system

funding processes and bodies related to provision of relevant services and resources

characteristics and needs of identified population

nature and significance of service setting

legal and ethical considerations relevant to case management and how these are applied in organisations and individual practice:

professional standards

code of ethics

duty of care

voluntary assumption of risk

informed consent

privacy, confidentiality and disclosure

mandatory reporting

documentation requirements and practices

resources and services available within the community

case management processes:

complexity of person’s circumstances or needs

complex range of issues involved in addressing person’s needs

involvement of multiple service providers

longevity of case management process

factors contributing to complex needs:

available services and collaboration requirements between service providers

needs that may not be met by currently available services and resources

family and carer needs that require additional services

health conditions

housing and financial problems

alcohol and drug use

barriers that may restrict person’s ability to meet identified goals:

physical and mental health and wellbeing

impacts of trauma

legal or regulatory constraints

incidents or accidents

cultural barriers

service provider issues

eligibility criteria

housing

financial problems

alcohol and drug use

health.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

use of case management plans

access to organisational standards, policies and procedures

links to other local service agencies or organisations

opportunities for engagement with people involved in case management.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM011 Work with carers and families in complex situations

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify and address the needs of carers and families in complex situations.

This unit applies to work in a range of health or community sector contexts, particularly in assessment and case management, working with people who have complex needs and require complex solutions.

Workers at this level demonstrate autonomy, well-developed judgement, adaptability and responsibility, and are typically already experienced in working intensively with persons requiring natural support.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Case Management

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and address the needs of carers and families.	1.1. Work with carers and families of people with complex needs to clarify their needs and identify available support options, incorporating legal and ethical considerations. 1.2. Provide information to assist carers and families and meet their needs. 1.3. Recognise the multi-dimensional and dynamic nature of caring relationships and respond appropriately to naturally support individual relationships with each person. 1.4. Observe changes in the caring relationship over time and respond appropriately to those changes to address needs of both the person and carers and families. 1.5. Recognise the key risk factors of the care relationship and take action to address the risk factors. 1.6. Treat carers and families with dignity, respect and sensitivity to cultural issues and expectations in the caring relationship. 1.7. Inform service providers of specific identified needs of carers and families. 1.8. Identify the needs of children with parents with complex needs and apply strategies to address these needs. 1.9. Identify when children have adopted the caring role and ensure young carer’s needs are addressed.
2. Involve carers and families in assessment and planning processes.	2.1. Consult with the person to clarify and agree on the role and involvement of carers and families in the decision making and service delivery processes. 2.2. Assess the care relationship and address the needs and areas of conflict of the person and carers and families. 2.3. Inform carers and families of their role and rights in assessment of the person, planning, decision making and their right to a separate carer assessment. 2.4. Undertake an assessment that empowers and strengthens carer and family relationships with service providers. 2.5. Provide carers and families with clear information of available services and choices, so they are informed participants in the planning process. 2.6. Consult with all organisation representatives involved in assessment and planning in complex situations to clarify carer and family involvement. 2.7. Check services are provided in a manner that recognises and optimises the caring relationship and maximises each person’s strengths, achieves their goals and addresses their identified needs. 2.8. Maximise agreed involvement of carers and families in assessment and planning processes and decision-making. 2.9. Share and update information with carers and families.
3. Involve carers, families and other natural supports in monitoring person’s plan implementation.	3.1. Confirm carers and families understand the person’s identified goals, planned services, natural support and resources. 3.2. Confirm carers and families have identified their own goals, planned services, natural support and resources. 3.3. Listen to observations of the person, carers and families about aspects of services provided to achieve goals. 3.4. Maintain effective rapport and communication with carers and families to support disclosure of information about delivery of services and resources in line with plan. 3.5. Maintain collaborative relationships with carers and families and other natural supports so that they continue to provide the desired support to the person. 3.6. Work with carers and families to identify barriers to implement plans and potential adjustments to best meet each person’s needs.
4. Review and monitor carer and family involvement and satisfaction.	4.1. Discuss with carers and families their satisfaction with how they have been informed and involved. 4.2. Evaluate how carer and family involvement has contributed to and impacted on achievement of person’s goals. 4.3. Use ongoing feedback and findings to adjust approach to inclusion of natural support by carers and families.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	complete familiar forms.
Reading skills to:	interpret a variety of text to determine and confirm task requirements.

Unit Mapping Information

Supersedes and is equivalent to CHCCSM003 Work with carers and or families in complex situations.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM011 Work with carers and families in complex situations

Modification History

Not applicable.

Performance Evidence

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

include carers, families or other natural supports in assessment, planning, implementation and review processes related to the provision of services and resources to support the care relationship in complex situations for three different people.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

documentation requirements and practices

legal and ethical considerations for working with carers and families in complex situations and how these apply to organisation policies and procedures and individual practice:

professional standards and codes of ethics

practitioner and person’s boundaries

rights and responsibilities of person, carer, family, and other significant supports

non-malfeasance

mandatory reporting

significance of service delivery setting, including working in the person’s home

the nature of the family care relationship and family dynamics and how this might impact on service delivery and achievement of person’s goals

mediation, conflict resolution and problem-solving techniques

risks to the care relationship:

conflict in relationships with carers, families and service providers

high intensity care

high levels of carer stress

loss of formal and loss of informal natural supports

multiple competing role demands

deteriorating carer health

deteriorating health and deteriorating behaviour of the person.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

use of case management plans

links to other local service agencies or organisations

opportunities for engagement with people, and natural support with their carers or families.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM012 Coordinate complex case requirements

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coordinate multiple service requirements for people with complex needs within a case management framework.

Workers at this level work under supervision within established guidelines and may take a lead 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 or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Case Management

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish coordination function.	1.1. Work with the person to determine and agree on the service provision requirements. 1.2. Develop a plan with the person to identify appropriate services, their availability and expected outcomes. 1.3. Obtain person’s consent to identify and exchange information with other services they are engaged with or being referred to. 1.4. Negotiate and agree on collaborative working arrangements and services to be provided.
2. Support the person to access multiple services.	2.1. Identify, implement and maintain duty of care responsibilities. 2.2. Provide information to the person about the coordination role. 2.3. Work with the person to establish their communication requirements and preferences. 2.4. Assess the person’s needs for interpreter and translation support and arrange access if required. 2.5. Work with the person and other services to identify barriers to attaining outcomes. 2.6. Work with the person to prioritise needs and communicate these with service providers. 2.7. Facilitate meetings to coordinate responsibilities and roles. 2.8. Work with other services to minimise person’s confusion and concerns in a coordinated manner.
3. Monitor person’s progress.	3.1. Facilitate communication between service providers to identify and manage service duplication. 3.2. Work with the person and services to monitor progress toward the person’s goals. 3.3. Obtain the person’s feedback about services. 3.4. Identify and implement further support required to meet changing needs and progress towards the person’s goals. 3.5. Complete documentation in accordance with organisational policy and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCCSM004 Coordinate complex case requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM012 Coordinate complex case requirements

Modification History

Not applicable.

Performance Evidence

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

plan and coordinate resources, services and supports for three people with complex needs.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

evidence-based approaches and models of case management practice

issues faced by people, and their families and carers, accessing multiple services

impact of service duplication

principles and practices of planning complex service inputs

principles and practices of working collaboratively with people and services

range and requirements of funding arrangements

indicators of self-harm and indicators of harm to others

referral requirements of services

formal meeting processes

organisational standards, policies and procedures, and legislation and statutory mandates

responsibilities relating to duty of care for:

children and young people

family and domestic violence

suicide

elder abuse

impacts of generational abuse

barriers to escaping disadvantage

people from culturally and linguistically diverse backgrounds

Aboriginal and/or Torres Strait Islander people

family structure, dynamics, communication and decision making

documentation protocols

range of available services and support

requirements and boundaries of the coordination role

issues that cause person confusion, concerns and barriers.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

use of case plans

links to other local service agencies or organisations

opportunities for engagement with real people, and their carers and families.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM013 Facilitate and review case management

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, monitor and review case management.

Workers at this level work within organisational policies and procedures and may work autonomously or in consultation with supervisor or team leader.

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 or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Case Management

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine response to case management.	1.1. Utilise case management processes in accordance with organisational policies and procedures. 1.2. Implement processes to enable the person to set goals and participate in case management processes. 1.3. Integrate cultural considerations into all aspects of case management planning. 1.4. Provide information on rights of appeal and avenues of complaint so the person understands their rights and responsibilities.
2. Conduct case management meetings.	2.1. Facilitate information sharing with the person, including confidentiality and consent, and establish a rapport. 2.2. Identify and agree on person and worker roles, responsibilities, boundaries, and processes of service delivery. 2.3. Determine and agree on organisational requirements, family and community needs, responsibilities and rights.
3. Develop a case management plan.	3.1. Collaborate with the person to identify strengths, abilities and goals and develop an agreed approach to case management, following a person-centred framework. 3.2. Develop a case management plan to reflect identified needs. 3.3. Work with the person to identify the full range of immediate, short- and long-term needs of the person and other relevant parties. 3.4. Establish and agree on processes to monitor and change case plan. 3.5. Identify strategies to deal with complex and high risk situations. 3.6. Assist person to set and achieve realistic targets for change or action and to take personal responsibility.
4. Monitor and review case work activities and processes.	4.1. Implement strategies to regularly monitor the effectiveness of case management processes against agreed goals, service provision and progress. 4.2. Assess the need for case plan changes and develop strategies for alternatives and ongoing interventions. 4.3. Negotiate with relevant parties any proposed changes arising from case review. 4.4. Document all case work interventions in compliance with evidence-based practice and confidentiality requirements. 4.5. Implement case closure according to organisational policy and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record case plans and organisational reports according to organisational procedures.
Oral communication skills to:	participate in a variety of spoken exchanges with a range of audiences varying structure and language to suit the audience.

Unit Mapping Information

Supersedes and is not equivalent to CHCCSM005 Develop, facilitate and review all aspects of case management.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM013 Facilitate and review case management

Modification History

Not applicable.

Performance Evidence

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

develop, facilitate and review all aspects of case management for three people

performed the activities outlined in the performance criteria of this unit during a period of at least 100 hours of work within a workplace. These hours cannot be completed concurrently with hours specified in any other unit of competency.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

evidence-based practices

approaches to service delivery:

strength-based

culturally sensitive

person-centred

needs-based

trauma informed

contemporary behaviour change models, practices and interventions

privacy and confidentiality

formal meeting processes

organisational standards, policies and procedures, and legislation and statutory mandates

risks and responsibilities relating to duty of care for:

child protection

family and domestic violence

suicide

elder abuse

disability

considerations, protocols, history and special needs of diverse populations:

gender and sexual diversity

culturally and linguistically diverse (CALD)

Aboriginal and/or Torres Strait Islander people

people with disability

lesbian, gay, bi-sexual, transgender, queer and intersex (LGBTQI)

people experiencing and people at risk of homelessness

older people

children and young people

person-centred, family focused models of practice, dynamics, communication and decision making

documentation protocols

monitoring and review processes

available services

rights, roles, and responsibilities of people within the decision-making process

the impact of values systems of worker, person and key stakeholder on outcomes

different methods of addressing and engaging with participants.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

use of case management plans

links to other local service agencies or organisations

opportunities for engagement with real people, and their carers and families.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM014 Provide case management supervision

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge to take a leadership role in the delivery of quality case management. This includes disseminating information and providing advice on practice issues relating to case management within the organisation.

Workers at this level provide supervision to others according to organisational policies and procedures.

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 or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Case Management

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Follow and promote practice standards.	1.1. Follow standards of best practice models and promote to colleagues. 1.2. Identify strategies for continuous improvement related to case management practice and integrate into supervision sessions. 1.3. Work collaboratively with colleagues to support individual reflective and ethical practice strategies.
2. Support colleagues in case management practice.	2.1. Provide support, practice advice and direction consistent with professional legal and ethical industry standards and organisational policies and procedures. 2.2. Challenge and support workers to ensure case management plans and actions are up to date, evidence-based and in line with organisational policies and procedures and legislative requirements. 2.3. Implement strategies to provide workers with access to casework consultation with other workers to maximise their effectiveness. 2.4. Implement strategies to provide workers with access to, and consultation with, culturally specific supervision. 2.5. Access and apply specialist practice knowledge in the workplace and provide supervision to workers in relation to achievement of case management plan objectives. 2.6. Advise worker on the full range of legislative provisions relevant to case management, and worker and organisational responsibilities.
3. Provide practice, support and advice on complex cases.	3.1. Analyse and assess case management plans and provide feedback and advice in relation to options for implementation and further development. 3.2. Advise workers on organisational policies and procedures for gathering information from key stakeholders that promotes continuous improvement. 3.3. Update workers on changes to legislation, policy and organisational policies and procedures. 3.4. Routinely monitor progress on case management plans and recommend required changes, to improve outcomes and quality of service delivery. 3.5. Implement stakeholder consultation strategies for specialist information and options for future action. 3.6. Escalate and refer person’s issues beyond scope of practice and in accordance with organisational policies and procedures.
4. Reflect and improve on group supervision provision.	4.1. Evaluate group supervision in consultation with peers and senior colleagues. 4.2. Identify areas for improvement and opportunities for development. 4.3. Escalate and refer supervision issues beyond own scope of practice in accordance with organisational policy and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	listen to understand needs of others.
Writing skills to:	complete familiar forms.

Unit Mapping Information

Supersedes and is equivalent to CHCCSM006 Provide case management supervision.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM014 Provide case management supervision

Modification History

Not applicable.

Performance Evidence

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

supervise and collaborate with a group of at least two case workers on a complex case, including:

providing direction, support, recommendations and advice

promoting best practice

monitoring case progress.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal and ethical considerations relevant to case management supervision and how these are applied in organisations and individual practice:

duty of care

mandatory reporting

privacy, confidentiality and disclosure

complaints

codes of practice and ethics

theory and practice of case management and supervision

practice model of supervision

own value base and belief system

cultural competence

culturally specific workers and how to access

responsibilities and responses to people risks

organisational policies and procedures for:

maintaining documentation

gathering information

referrals.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

use of case management plans

links to other local service agencies or organisations

opportunities for engagement with real people involved in case management.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM015 Undertake case management in a child protection framework

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to apply all aspects of case management in which case plans are developed and implemented to address a child or young person’s specific needs and achieve their goals within a child protection framework.

Workers at this level work may work under supervision or autonomously and are responsible for prioritising own outputs within organisation guidelines.

This unit applies to work in a range of health and community service contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Case Management

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish child or young person’s need and level of risk.	1.1. Work with the child or young person to identify needs and risks in accordance with legislative and organisational policies and procedures. 1.2. Develop written case management plan to reflect the child or young person’s needs. 1.3. Clearly explain the worker’s role and purpose to the child or young person. 1.4. Identify, assess and prioritise information relevant to the child or young person’s circumstances. 1.5. Work with the child or young person using a person-centred strengths-based approach. 1.6. Provide information to the child or young person, their families, carers, or others identified by the child or young person regarding the intervention process, their rights of appeal and how to use avenues for complaint.
2. Develop a case management plan.	2.1. Identify and support harm minimisation strategies to increase the safety of children and young people. 2.2. Work in a person-centred framework, with a strengths-based focus when developing a case management plan. 2.3. Negotiate and integrate case management plan goals, actions and cultural considerations and timelines. 2.4. Define roles, responsibilities and accountabilities for child or young person, stakeholders, workers and service providers. 2.5. Explore and develop contingency plans. 2.6. Establish communication, review and evaluation systems. 2.7. Document case management plan and distribute to all parties.
3. Implement case management plan.	3.1. Implement practical framework, including using strengths-based practices, to support child or young person. 3.2. Utilise established communication processes and protocols to make referrals. 3.3. Develop case management plans with external service providers and agree on time and resource constraints. 3.4. Work within agreed time frames with all parties to review the case management plan. 3.5. Record information that is factual and detailed pertaining to the developed case management plan.
4. Establish review and evaluation systems.	4.1. Work with the child or young person, service providers and parties involved on agreed evaluation of the case management plan according to organisational policies and procedures. 4.2. Review and document the goals agreed to in the case management plan with all parties involved. 4.3. Review the case management plan and work with the child or young person on identified needs that require ongoing support and possible intervention. 4.4. Work in collaboration with all parties on agreed goals and implementation strategies during the review of the case management plan. 4.5. Complete all relevant reporting procedures in accordance with organisational policy and procedures. 4.6. Consult with supervisor at key decision-making points.
5. Work with agencies to meet the child or young person’s needs.	5.1. Identify service providers to be involved with the agreement of the child or young person. 5.2. Access inter-agency protocols and guidelines and integrate into case management plan. 5.3. Clarify the nature of advocacy and support required by the child or young person. 5.4. Discuss with the child or young person all representations made on their behalf to the service provider. 5.5. Ensure all information is maintained according to organisational policies and procedures for privacy and confidentiality. 5.6. Work in collaboration with all parties to support and evaluate the child or young person’s case management plan, services and achieved goals.
6. Undertake case closure.	6.1. Review achievements of case management plan goals against the measurable outcomes and document, including engaging the child or young person in reflection on the outcomes. 6.2. Identify reasons for case closures and arrange case closure with all parties involved, in accordance with organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	participate in a variety of spoken exchanges with a range of audiences varying structure and language to suit the audience.

Unit Mapping Information

Supersedes and is equivalent to CHCCSM007 Undertake case management in a child protection framework.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM015 Undertake case management in a child protection framework

Modification History

Not applicable.

Performance Evidence

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

apply all aspects of a structured child protection framework, for at least three children or young people, including:

interpreting and applying legislation, policies, procedures, standards and statutory obligations

responding to and managing risks

developing and assessing actions for intervention

collecting and assessing information

documenting plans

closing cases.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal implications and responsibilities of statutory work

State or Territory and Commonwealth jurisdictions, including all courts within the jurisdictions

child protection policies and procedures, including inter-agency protocols

legislation relevant to child protection, including family court protocols, practice and policy guidelines

legal definitions of abuse

statutory recording and reporting systems

processes for risk assessment, comprehensive psychosocial assessment and family assessment

indicators of harm, types of harm, definitions and dynamics of harm

theories on vulnerability and resilience of children and young people

workings of court, legal systems and legal processes

legal implications of material collected through interviews

family dynamics in different cultures

how to access interpreters for people and their families who are from a non-English speaking background and who are hearing or speech impaired

child-centred practices:

engaging in direct work with children and young people

providing an advocacy role on behalf of children and young people

stages of development and how that can inform intervention and planning

key aspects of attachment theory

processes that ensure the child or young person is an active participant throughout the case management process

the role of families and communities in the lives of children and young people

the role of prevention and early implementation strategies in protecting and supporting children and young people

cultural considerations:

family of origin

power relationship structures

rituals, beliefs, hierarchies and practices

gender

parenting practice

family and community dynamics

community protocols

support and prevention strategies

rights of appeal mechanisms

organisational policies and procedures for:

identification of needs

risk assessment

evaluation of case management plans

reporting

privacy and confidentiality

case closure

working with children and young people.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

use of case management plans

links to other local service agencies or organisations

opportunities for engagement with real children or young people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM016 Undertake advanced assessments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to undertake initial and ongoing assessments with a person, to determine eligibility, priority and need for services as part of a case management process or as part of an assessment service.

Workers at this level demonstrate autonomy, well developed judgement, adaptability and responsibility, and are typically already experienced in working intensively with persons requiring support.

This unit applies to work in a range of health and community service contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Case Management

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for initial assessment.	1.1. Prepare for broad-based holistic assessment of the person’s needs based on referral or other documentation in line with organisational policies and procedures. 1.2. Establish rapport with person and obtain their consent to participate in the assessment process. 1.3. Identify additional stakeholders, including carers, natural supports and family members, whose input will assist the person in assessment process and outcomes. 1.4. Identify the range of information, products and resources to be utilised in the assessment process. 1.5. Work with the person to collaboratively identify opportunities to build on strengths, improve functional capacity, and participate in social and community activities. 1.6. Organise suitable time and place for assessment in conjunction with the person and their carers, support workers and family. 1.7. Identify and agree on suitable assessment tools and processes according to organisational policies and procedures. 1.8. Explain privacy and confidentiality principles, practices and procedures. 1.9. Provide suitable interpreter support according to person’s needs and brief interpreter and cultural specific workers.
2. Conduct assessment.	2.1. Communicate with all people involved in the assessment using language and form to meet their needs. 2.2. Clearly explain the assessment process and how information is used, including legal requirements and organisational policies and procedures for mandatory reporting. 2.3. Implement risk assessment processes and stratify risks to determine interventions based on person’s circumstances, needs and interests. 2.4. Involve the person and their carers, families, and natural supports in the assessment process in a way that empowers the person and is in accordance with the person’s preferences. 2.5. Use suitable assessment tools and processes to identify, clarify and prioritise complex and multiple needs of the person, their carers and families. 2.6. Collect and document information about the person according to organisational policies and procedures. 2.7. Collaborate with stakeholders and service providers to avoid duplication experienced by the person and to share information and resources. 2.8. Assist those involved in the assessment to identify and prioritise the person’s goals, needs and any risk factors. 2.9. Where carers and families are involved, ensure the assessment focuses on, and strengthens the relationship. 2.10. Inform carers and families about their role and rights in the assessment and decision-making processes, including their right to an assessment of their own needs. 2.11. Identify and assess work health and safety (WHS) risks and issues associated with service and resource delivery.
3. Respond to diversity.	3.1. Use assessment processes and practices designed to build trust and confidence to work with mainstream services. 3.2. Use assessment processes that are non-discriminatory and suitable for each distinct but potentially overlapping population. 3.3. Provide equitable access and culturally competent assessment processes for culturally and linguistically diverse (CALD) and Aboriginal and/or Torres Strait Islander people. 3.4. Build and maintain relationships with ethno-specific and multicultural organisations. 3.5. Build and maintain relationships with Aboriginal and/or Torres Strait Islander communities and organisations and involve representatives in the assessment processes.
4. Respond to people with different levels of needs, including people with complex needs.	4.1. Support people with complex needs and circumstances and facilitate access to assessment. 4.2. Develop and maintain inter-organisation relationships and agreements to address the person, family and carer needs. 4.3. Recognise the need for secondary consultation, medication administration and monitoring and additional specialist assessment, including those undertaken by a specified health professional. 4.4. Identify when the person’s health is unstable and refer to ensure the appropriate multi-disciplinary approach is applied. 4.5. Identify and build on the person’s motivation to improve their functional capacity and set their own goals.
5. Undertake ongoing assessment and review.	5.1. Respond appropriately to informal monitoring of health and wellbeing of all parties involved in the assessment processes. 5.2. Undertake regular and systematic reviews to ensure assessed needs of person are addressed effectively. 5.3. Use regular reviews to reprioritise person’s needs for service and to ensure equitable access based on ongoing appraisal of prioritised needs. 5.4. Reassess person’s needs as specified in their plan and as required by personal circumstances and changes in person or carer health and family support. 5.5. Maintain communication with all parties and document and report all processes, according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	communicate complex ideas relating to strategic direction, matching style of writing to purpose and audience.
Oral communication skills to:	participate in a variety of spoken exchanges with a range of audiences.

Unit Mapping Information

Supersedes and is equivalent to CHCCSM008 Undertake advanced client assessment.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM016 Undertake advanced assessments

Modification History

Not applicable.

Performance Evidence

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

undertake broad-based holistic assessments of three people, including:

involving their carers and families, according to the person’s preferences

maintaining a focus on service delivery within the community sector to optimise their functional capacity and participation in social, community and daily living activities

respond to the requirements of three people presenting with high level needs or complex circumstances, including:

making evidence-based assessments about the person’s needs

selecting internal and external services that match the person’s needs

collaborating with multi-disciplinary team

determining and implementing referral requirements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

roles, responsibilities and boundaries of own work role and of other organisations and personnel providing assessment and related services

validity and reliability requirements for assessment

processes for assessing a person’s risk and determining risk stratification

assessment approaches, practices and tools related to identifying needs for delivery of services and resources in the community sector

organisational policies and procedures for:

individual assessment

documentation

processes applying to multi-organisation assessments and relevant inter-organisation relationships and agreements

reporting requirements of individual assessment

consent requirements for dissemination of a person’s assessment results and associated privacy and confidentiality principles and practices

aspects of human development theories throughout the lifespan:

physical

psychological

cognitive

social

affective

disability

age related issues

alcohol and other drugs

mental health

homelessness

characteristics and needs of identified person population

policy and planning context and systems of funding and providing services

professional standards and code of ethics

government legislation, regulations, standards and policies

own values and how they relate to organisation requirements and people

current research in assessment practice

work health and safety (WHS), risks, issues and associated risk management practices and how to assess these

strategies to provide equitable access and culturally competent assessment processes for:

culturally and linguistically diverse (CALD) people

Aboriginal and/or Torres Strait Islander people

lesbian, gay, bi-sexual, transgender, queer and intersex (LGBTQI) people

relevant ethno-specific, multicultural and Aboriginal and/or Torres Strait Islander organisations and their role in linking within the service system

accurate and non-discriminatory information about the health risks and assessment procedures that are appropriate for each distinct but potentially overlapping population

the significance of setting, including working in the person’s home.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

links to other local service agencies or organisations

opportunities for engagement with diverse communities, their carers and families support.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSS001 Work effectively in Community Safety Services

Modification History

No equivalent unit.

Application

This unit describes the performance outcomes, skills and knowledge required to work in a community safety services role. People work in these contexts using effective communication and knowledge of communities and cultural contexts, job roles, role responsibilities and organisational procedures to complete their work activities.

Community safety services workers are generally drawn from local communities because of their connections to local communities, fluency in a specific language, family and kinship relationships within the community, knowledge of and respect for traditional culture, and capacity to interact in the wider community.

This unit applies to individuals working under the supervision and guidance of others in community safety services roles in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for work in community safety services.	1.1. Identify the context of and need for community safety services in Australian communities. 1.2. Identify the role and responsibilities of community safety services and their importance to own job role. 1.3. Identify the importance of cultural protocols in delivery of community safety services. 1.4. Identify the role of other service providers in communities which support community safety.
2. Model high standards of personal performance, ethics and integrity.	2.1. Role model organisational performance standards for other workers and the community. 2.2. Practise personal and professional integrity to engender confidence and respect. 2.3. Demonstrate respect for cultural values and community protocols when undertaking work tasks.
3. Work within organisational requirements.	3.1. Obtain, interpret and comply with organisational policies and procedures according to own job role. 3.2. Seek advice and information from supervisor to ensure full understanding of organisational requirements. 3.3. Use designated lines of internal and external communication, referral and reporting. 3.4. Complete workplace forms and other documentation according to organisational policies and procedures. 3.5. Follow organisational policies and procedures to ensure personal safety of self, the person, colleagues and others. 3.6. Identify and comply with all security and emergency procedures relevant to own work role.
4. Use effective communication protocols and skills.	4.1. Follow organisational policies and procedures in communication with colleagues, community members and other service providers. 4.2. Use communication techniques to avoid, defuse and resolve conflict situations. 4.3. Refer situations that continue to escalate and situations that remain unresolved according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding convey information relevant to routine service delivery functions.
Self-management skills to:	follow directions and take action according to organisational policies and procedures.
Technology skills to:	use digital technology relevant to routine workplace tasks.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSS001 Work effectively in Community Safety Services

Modification History

No equivalent unit.

Performance Evidence

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

source and use three different forms of community safety services organisational information and procedures to complete three work related activities

identify aspects of local knowledge to support the responsibilities of the job role when completing the above activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role characteristics, boundaries and responsibilities for key work activities in community safety services delivery

issues relevant to the work of community safety services delivery:

crisis situations

child safety and wellbeing

individuals at risk of harm

youth engagement and participation

vulnerable groups including people who are homeless

vulnerable adults

domestic and family violence

anti-social and destructive behaviours

intoxicated people and substance abusers

organisational policies and procedures that relate to general work practices in community safety services delivery:

communication

employment conditions

personal presentation and uniform standards

expectations for work role activities

limits of responsibility

work health and safety

protection of own rights

responding to crisis situations

emergency assistance

reporting requirements

role of collaboration with service providers in communities

circumstances and types of referral processes where the following apply:

assistance of authorities

availability of care network services

availability and function of local services

communication techniques and how these are applied in a community safety services delivery context:

active listening

body language

conflict resolution

culturally appropriate protocols

methods for conveying information clearly and concisely including oral and in routine written formats

open and closed questioning

verbal and non-verbal cues

voice tonality

own well-being:

physical health

mental health

social and emotional well-being

access to supports

cultural understanding and protocols:

local cultural values and beliefs

local representative agencies including Community Councils

cultural protocols

Traditional Owners and Elders

family structures

Working in two worlds.

Assessment Conditions

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 community safety services operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessment must ensure access to:

organisational policies and procedures for:

community safety services

cultural protocols

health and safety

collaboration with families and community

colleagues and supervisor for communication and collaborative activities.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDEV004 Confirm developmental status

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to review the developmental status of a child or a young person.

Work at this level may require guidance and supervision from appropriately qualified personnel, especially where provision of direct client services is involved.

This unit applies to people working in a range of community service contexts including juvenile justice, alcohol and other drugs services, mental health, and child protection.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Clarify child or young person developmental status.	1.1. Observe and ask questions to obtain information about the person’s developmental status. 1.2. Review any available documented information about the person’s developmental status. 1.3. Obtain consent and consult with the person’s carer, family, or others identified by the person to gather relevant information. 1.4. Apply lifespan development theories to clarify person’s developmental status.
2. Identify child or young person developmental issues.	2.1. Recognise factors that may have impacted on presence and behaviour of the person. 2.2. Clarify suitability of community services being delivered in relation to person’s developmental status. 2.3. Consult with person and others to clarify concerns about person’s strengths-based developmental status. 2.4. Identify potential risk factors associated with developmental issues. 2.5. Recognise and refer potentially serious issues in line with organisational policies and procedures. 2.6. Document developmental issues in line with organisational policies and procedures.
3. Check for and respond to child or young person specific issues.	3.1. Check and follow all legislative and mandatory requirements in reporting issues that may require notification. 3.2. Check for any indications of other issues that may impact the provision of services and require referral. 3.3 Report and document accurately and with the detail required by the organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCDEV001 Confirm client developmental status.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDEV004 Confirm developmental status

Modification History

Not applicable.

Performance Evidence

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

confirm the developmental status of at least one child or young person, including:

observing and asking questions of the person and their carer or family

documenting information relevant to the developmental status of the person

identifying variations from development status and recognising and referring potentially serious issues in line with organisational policies and procedures

identifying potential factors responsible for significant variations from developmental status and determining an appropriate response in terms of:

referral and reporting in line with organisational policies and procedures

provision of services

referring or seeking assistance from an appropriate person or authority in relation to variations from functioning

complying with mandatory reporting requirements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

detailed aspects of human development throughout the lifespan:

physical

psychological

cognitive

social

affective

key aspects of attachment theory

key factors that may impact on the individual at identified stages of human development and their potential effects

the impact of trauma on development

legal obligations, including child protection and elder abuse

awareness of own values and attitudes and their potential impact

indicators of significant issues:

child abuse

abuse, neglect, and harm including self-harm

domestic and family violence

elder abuse

organisational policies and procedures for:

referral

reporting and documentation.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

opportunities for engagement with real children or young people for assessment of developmental status.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDEV005 Analyse impacts of sociological factors on people in community work and services

Modification History

Not applicable.

Application

This unit of competency describes the performance outcomes, skills and knowledge required to analyse impacts of sociological factors when undertaking community work and associated services.

The unit describes the application of knowledge of the broad social and cultural context in which work is planned and implemented in the community services industry.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify social and cultural issues impacting on people and society.	1.1. Identify ways in which social and cultural issues can impact individuals and family groups. 1.2. Examine the effects and experiences of inequality on individuals and family groups. 1.3. Identify sociological impacts of long-term unemployment and associated issues on individuals and families. 1.4. Identify sociological factors associated with age in society and the impact on individuals and families in communities.
2. Analyse impacts of social and cultural factors on people.	2.1. Use available information to identify and analyse social and cultural factors impacting on individual people, groups or communities. 2.2. Clarify current health, wellbeing and associated needs for individuals, groups, and communities. 2.3. Make informed decisions in consultation with supervisor in relation to specific work to be undertaken and services to be provided to people.
3. Monitor impact of social and cultural factors on community work and services provided to people.	3.1. Monitor impact of work undertaken and services provided to people, according to organisational policies and procedures and within the scope of own job role. 3.2. Review effectiveness of work undertaken and services provided, in relation to identified social and cultural factors impacting on people, groups and communities. 3.3. Revise organisational policies and procedures and work undertaken and services provided to better address social and cultural issues and enhance outcomes for persons, groups and communities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	communicate complex ideas relating to strategic direction, matching style of writing to purpose and audience.

Unit Mapping Information

Supersedes and is equivalent to CHCDEV002 Analyse impacts of sociological factors on clients in community work and services.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDEV005 Analyse impacts of sociological factors on people in community work and services

Modification History

Not applicable.

Performance Evidence

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

provide community services to at least three people based on socio-cultural information gathered

monitor and review ongoing effectiveness of services provided

for one of the above people:

revise services provided in consultation with supervisor, to enhance person’s outcomes and address their social and cultural issues

perform the activities outlines in the performance criteria of this unit during a period of at least 100 hours of work within a workplace. These hours cannot be completed concurrently with hours specified in any other unit of competency.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

major social and cultural institutions in Australian society and their societal functions

factors contributing to person’s experiences of inequality and the possible effects and consequences on their role in society

effects and consequences of unemployment on people in our society

contemporary frameworks and influences underpinning social and sociological policy

political and economic theory and systems

concepts of inequality and how they impact on people in our society

beliefs about stratifications in our society, and the ways in which stereotypes develop and their impact

policy decisions and their impact on community work

organisational policies and procedures.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

opportunities for engagement with real people utilising community services.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDEV006 Analyse information for service planning and delivery

Modification History

Not applicable.

Application

This unit describes performance outcomes, skills and knowledge required to develop and tailor service plans to address a specific person’s needs. Workers are required to undertake this task with an underpinning knowledge of human development.

This unit applies to people working in a range of community service contexts. The worker may or may not supervise the work of others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Analyse available information.	1.1. Source and interpret results and reports from tests, observations and assessments. 1.2. Observe person to consider accuracy of available reports. 1.3. Identify specific social, psychological and developmental issues for the person. 1.4. Analyse person’s information in relation to preparation for planning services, observing organisational requirements and protocols.
2. Plan actions to address person’s developmental status and identified issues.	2.1. Work with person to develop an action plan to address their needs and personal circumstances. 2.2. Consider life and developmental stage of person and ensure that proposed actions are suitable. 2.3. Ensure that the plan has clear actions, with agreed timelines and responsibilities, and is documented and stored in line with organisational policies and procedures.
3. Implement services.	3.1. Provide services in accordance with the action plan, legislative and organisational policies and procedures, and occupational health and safety requirements. 3.2. Maintain current, complete, accurate and relevant records for each person’s contact according to organisational policies and procedures. 3.3. Monitor impact of services in line with scope of own work role and organisational policies and procedures. 3.4. Adjust and refine plan in response to changed circumstances.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Numeracy skills to:	interpret and analyse person’s information, including test results.
Writing skills to:	complete familiar forms.

Unit Mapping Information

Supersedes and is equivalent to CHCDEV003 Analyse client information for service planning and delivery.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDEV006 Analyse information for service planning and delivery

Modification History

Not applicable.

Performance Evidence

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

source and analyse information for at least three people in the context of planning and delivering community services including:

interpreting test results and reports

reviewing social, psychological and developmental issues

plan and deliver services suitable to meet the needs and circumstances of the above three people, in line with:

organisational policies, procedures and processes

level of persons’ engagement and community involvement

implement, monitor and review services for at least three people.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

stages of behavioural development and their potential effects

indicators of mental, physical, emotional and social difficulties

indicators of trauma

standard tests used to measure and review individual capacity and function and how to interpret

factors that may impact on the individual at identified

legislative requirements and obligations relating to delivery of community services, including mandatory notification issues and child protection policy

detailed protocols and available resources associated with service delivery and referral

organisational policies and procedures.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

opportunities for engagement with people utilising community services.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV003 Promote community awareness of domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV404C

Application

This unit describes the knowledge and skills required to identify gaps in existing information, services and resources and to promote community awareness of domestic and family violence issues to support prevention.

This unit applies to workers in a range of community service contexts. These workers may not be specialised family violence workers.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify information, resource and service requirements	1.1 Identify and review domestic violence information, resources and services available in the community 1.2 Review relevance of existing community activities and materials based on changing community needs and organisation philosophy 1.3 Identify gaps and inadequacies in existing information, resources and services 1.4 Complete research to ensure that information reflects the underpinning values and philosophies of domestic violence including a domestic violence prevention focus
2. Support community participation	2.1 Support community participation in activities that promote and prevent domestic and family violence 2.2 Use interpersonal and networking skills to enlist support from key people and groups influencing community values 2.3 Provide opportunities for key people and groups to participate in designing and evaluating programs, policies and strategies to address changing needs 2.4 Undertake collaborative planning to develop and document policies and strategies that address identified community needs
3. Promote domestic violence awareness	3.1 Identify and use opportunities to formally and informally communicate and promote awareness of domestic violence 3.2 Promote service delivery and activities in a way that facilitates understanding and gains support 3.3 Implement strategies to address identified gaps and inadequacies in information, resources and services 3.4 Identify opportunities for community education, and clarify and evaluate with key people and groups 3.5 Evaluate and discuss community activities with key people and groups to determine future directions

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV003 Promote community awareness of domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV404C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed at least 1 program to promote community awareness of domestic and family violence including using communication methods suited to the specific community:

identified and documented specific needs

collaborated with at least 3 internal/external colleagues and community members

created a project plan that provides details of:

scope

timelines and responsibilities

resource requirements

communication requirements.

Knowledge 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:

legal and ethical considerations (national and state/territory) for domestic and family violence, and how these are applied in organisations and individual practice:

codes of conduct

copyright and intellectual property

discrimination

duty of care

human rights

privacy, confidentiality and disclosure

rights and responsibilities of:

workers and employers

individuals, families, the community and society to minimise or prevent domestic violence

work role boundaries – responsibilities and limitations

general principles and practices of community development, education and consciousness raising

domestic violence and its context, including:

social, historical, political and economic context of domestic violence, including types and nature of domestic violence, power and gender issues, child abuse and associated criminal issues

prevalence of myths, unhelpful beliefs, attitudes and practices in the broader society regarding domestic violence and their effects on individuals’ rights to safety and autonomy

underpinning values and philosophies relating to domestic violence, including:

all individuals have the right to be free from violence

the community has a responsibility to work toward the prevention of domestic violence and to demonstrate the unacceptability of all forms of domestic violence

all forms of domestic violence are unacceptable in any group, culture or creed

those who use violence should take responsibility for their behaviour and have access to programs to assist them change their behaviour to ensure the safety of their family

domestic violence is widespread and complex

domestic violence impacts on the physical, emotional, social, and financial well-being and safety of individuals in families

domestic violence and abuse has devastating effects on family members and results in significant social and economic costs to the community

cultural and language groups represented within the local/regional community, and a respect for their values and beliefs

impacts of cultural, sub-cultural, social, sexual identity, religious, gender, age, disability, language issues, etc. on attitudes towards domestic violence

key people and groups within the community who are able to influence community values

current theory and research knowledge in the domestic violence area

processes used to formally and informally communicate the domestic violence prevention needs of the community

organisation current domestic violence activities, programs and services

current organisation procedures, protocols and practice for promotion of services

program planning techniques.

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:

current information about domestic and family violence

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS011 Contribute to ongoing skills development using a strengths-based approach

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assist with supporting the ongoing skill development of a person with disability. It involves following and contributing to an established individualised plan and using a positive, strengths-based approach.

This unit applies to individuals who work with people with disability in a range of community services and health contexts. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Disability Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Contribute to skills assessment.	1.1. Observe the person with disability’s skills and competencies in a manner that respects their rights and upholds their dignity. 1.2. Support the engagement of family, carer or others identified by the person in the skills assessment. 1.3. Record all observations accurately and objectively in consultation with supervisor, using terms that can be clearly understood. 1.4. Provide feedback to supervisor about changes in the person’s demonstration of skills in different environments and changes in the person’s status likely to impact on skills development.
2. Assist with ongoing skills development according to individualised plan.	2.1. Interpret skills development strategies identified in the individualised plan. 2.2. Work with the person with disability to identify skills and plan for skills development. 2.3. Work with the person to identify personal strengths and goals for ongoing skill development. 2.4. Assist the person to identify resources to complement strengths. 2.5. Provide the person with information, skills and support to engage in activities according to their needs and preferences. 2.6. Support the person to mobilise strengths and to encourage ongoing development and application of skills for personal development. 2.7. Provide constructive feedback to the person in a respectful manner that recognises their rights and upholds their dignity. 2.8. Acknowledge and discuss difficulties identified in implementing skills development activities with the person and others. 2.9. Monitor strategies to determine effectiveness and level of engagement in activities in consultation with supervisor.
3. Support incidental learning opportunities to enhance skills development.	3.1. Provide encouragement in real-life situations that can act as potential, informal or incidental learning opportunities. 3.2. Use positive approaches and strategies to promote enjoyment and maximise engagement. 3.3. Adapt support in consultation with the person, their chosen support people and supervisor, to maximise independence and experiential learning.
4. Complete documentation.	4.1. Complete reports according to organisational policies and procedures. 4.2. Complete, maintain and store documentation according to organisational policies and procedures. 4.3. Comply with the person’s right to access their records.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCDIS001 Contribute to ongoing skills development using a strengths-based approach.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS011 Contribute to ongoing skills development using a strengths-based approach

Modification History

Not applicable.

Performance Evidence

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

contribute to ongoing skills development, using a strengths-based approach, for at least three people with disability according to their individualised plan, two in simulation and one in the workplace, including:

identifying existing skills, preferences and goals of the person and strategies and resources to employ to meet their goals

using positive approaches and strategies that upholds the dignity and respects the rights of the person

supporting the involvement of the person’s carer or family

providing feedback to the person

monitoring strategies and adapting support to meet changing needs of the person, in consultation with the person and others

completing reports and documentation according to organisational policies and procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

current practices, philosophies and theories relevant to skills development using a strengths-based approach:

human rights framework of service

impact of social devaluation on a person’s quality of life

competency and image enhancement as a means of addressing devaluation

practices which focus on the individual person

strengths-based practice

positive behaviour support

active support

person-centred practice

community education and capacity building

social and emotional wellbeing frameworks

concepts of vulnerability, power, independence and interdependence

roles and responsibilities of people involved in provision of disability support:

support worker

supervisor

carer

family

health professionals

concepts of individual and structural discrimination

assessment processes relating to ongoing skills development

assessments processes and protocols used by the organisation or service

communication needs, strategies and resources

strategies for consulting with the person and others

strategies and techniques for advocating on behalf of the person with disability

principles of access and equity

legal and ethical considerations for working with people with disability:

duty of care

dignity of risk

human rights, including the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)

privacy, confidentiality and disclosure

tools, equipment and other resources used in the learning process

teaching and learning strategies

strategies for identifying and maximising informal learning opportunities

services and resources available to people with special needs

prompting, principles of prompting and fading prompting

strategies to create independence

reinforcing techniques and when and how to use them

motivators, de-motivators and blocks to learning

incidental learning and the importance of recognising opportunities for learning

organisational policies and procedures for:

documentation, including the importance of timely, accurate, objective and detailed records

storage of information.

Assessment Conditions

All aspects of the performance evidence must be demonstrated using simulation prior to being demonstrated in the workplace, as outlined in the performance evidence.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

organisational policies and procedures

individualised plans

equipment and resources outlined in individualised plans

opportunities for engagement with people with disability or people who participate in simulations and scenarios that involve provision of disability support in a range of contexts.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS012 Support community participation and social inclusion

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assist with supporting people with disability in community participation and social inclusion using a person-centred approach. This involves enabling people to make choices to maximise their participation in various community settings, functions and activities to enhance psychosocial wellbeing and lifestyle in accordance with the person’s needs and preferences.

This unit applies to workers in varied disability services contexts. Work performed requires some discretion and judgement and may be carried out under regular direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Disability Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify opportunities for community participation and social inclusion.	1.1. Consult with the person with disability to determine their interests, needs, ability and preferences regarding engaging with a social network and requirements for their preferred manner of participation. 1.2. Identify and access community participation resources, programs, agencies, transport services, aids and equipment according to the person’s preferences and needs. 1.3. Provide the person with information on community participation options, networks and services that meet their needs and preferences. 1.4. Recognise and accommodate the cultural and religious needs of the person with disability.
2. Implement strategies for community participation and inclusion according to individualised plan.	2.1. Work with the person to identify and access community options that will meet needs and preferences identified in their individualised plan. 2.2. Support the person to access opportunities to establish connections through shared interests. 2.3. Support the person to access opportunities for participation in work and assist employer to facilitate the person’s participation and inclusion. 2.4. Support the person’s use of assistive technologies in meeting their individual needs. 2.5. Seek feedback from the person with disability, family, carer, others identified by the person, colleagues or supervisor to ensure that the support continues to meet the current and changing needs and preferences of the person. 2.6. Ensure strategies for community participation and social inclusion are regularly reviewed with the person and supervisor to facilitate positive outcomes. 2.7. Monitor level of the person’s engagement in community and social networks in consultation with the person and supervisor.
3. Identify, address and monitor barriers to community participation and social inclusion.	3.1. Recognise barriers to community participation and social inclusion. 3.2. Consult with the person to identify gaps in assistive technology needs and report according to organisational policies and procedures. 3.3. Collaborate with the person with disability to identify solutions to overcome barriers, in consultation with supervisor. 3.4. Support the person to implement strategies to address barriers to community participation according to their individualised plan and preferences. 3.5. Consult with the person to identify areas where advocacy is required to facilitate their preferred manner of participation. 3.6. Monitor the success of strategies to address barriers in consultation with the person and supervisor. 3.7. Recognise own limitations in addressing issues and seek advice from supervisor regarding issues outside of scope of own job role or ability.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCDIS003 Support community participation and social inclusion.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS012 Support community participation and social inclusion

Modification History

Not applicable.

Performance Evidence

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

support at least two people with disability to identify skills and interests and find matching options within the broader community including:

selecting options that meet needs and preferences outlined in their individualised plan and supporting them to access

identifying barriers and implementing strategies to overcome them in collaboration with the person

monitoring strategies and seeking feedback from the person and others on the success of implemented strategies

making adjustments as required to facilitate continued success.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

rights and responsibilities of people with disability

principles of:

strengths-based practice

person-centred practice

human rights framework

community inclusion and best practice examples

social and emotional wellbeing frameworks

strategies for strengthening options, networks and services for people with disability

strategies and techniques for systemic and individual advocacy

local agencies and services, and resources to obtain community information about sporting, cultural and specific interest groups

active citizenship and what this means for people with disability

strategies for supporting the person’s participation in work

strategies that can be used by employers to facilitate the person’s inclusion and engagement in the workplace

strategies around reasonable adjustment that can be used to increase the person’s independence

scope and breadth of assistive technologies used across the life domains, including but not limited to:

self-care

continence and hygiene

communication

mobility and transferring

cognition and memory loss

vision and hearing

daily living activities

recreation and leisure

education and employment

home and other environments

eating and drinking

pressure area management

carer support

role of assistive technologies in supporting a person’s life activities:

maintaining and promoting independence

enabling inclusion and participation

barriers to community participation and social inclusion:

physical

skill

personal

systemic

structural

psychological

stigma and self-stigma

discrimination

lack of resources

role of carer, family and others in supporting and facilitating community participation and social inclusion

strategies to address negative attitudes expressed by carer, family and others regarding community participation and social inclusion.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

information on local resources, programs, agencies, transport services, aids and equipment available to people with disability

organisational policies and procedures

individualised plans

equipment and resources outlined in individualised plans

opportunities for engagement with people with disability or people who participate in simulations and scenarios that involve provision of disability support.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS013 Assist with communication using augmentative and alternative communication methods

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assist people with complex communication needs to communicate through effective use of Augmentative and Alternative Communication (AAC) strategies and devices. It does not include matching AAC systems to the person’s needs, as this is carried out by an allied health professional as part of the development of an individualised plan.

AAC refers to methods that replace or supplement speech to address the needs of people whose oral speech skills limit their ability to meet their participation and communication needs.

AAC systems comprise communication aids, symbols, strategies, devices, tools and techniques and methods that may be aided or unaided.

This unit applies to disability support work in a variety of contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Disability Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the current communication needs of the person.	1.1. Interpret individualised plan and familiarise self with augmentative and alternative communication (AAC) requirements of the person with disability. 1.2. Work in collaboration with the person, family, carer or others identified by the person, to confirm the person’s communication needs and preferences. 1.3. Adhere to protocols around cross-cultural communication and uphold the rights and dignity of the person. 1.4. Document the outcomes of this process according to organisational policies and procedures.
2. Identify and access AAC systems.	2.1. Provide information to the person with disability on the AAC options that are available within their individualised plan to address communication needs. 2.2. Consult with the person to confirm their preferred AAC systems. 2.3. Consult with the person or others identified by the person, to refer them to other professionals and service providers when communication needs are beyond the scope of own job role, in consultation with supervisor. 2.4. Work within scope of own job role to assist the person to access AAC systems and seek advice from supervisor when required. 2.5. Provide and support opportunities for the person to communicate using their AAC systems. 2.6. Identify opportunities to assist the person to increase communication vocabulary. 2.7. Work with the person to support them to maintain contact with other AAC users or support people.
3. Identify barriers to using AAC systems.	3.1. Consult with the person with disability to identify barriers to the effective use of AAC systems. 3.2. Work with the person and others identified by the person to overcome the barriers. 3.3. Consult with the person to identify difficulties experienced when communicating and respond within scope of own job role. 3.4. Work with the person and others identified by the person to refer difficulties outside scope of own job role to supervisor or other professionals or service providers.
4. Report on implementation of communication strategies.	4.1. Comply with organisational reporting policies and procedures to monitor implementation of communication strategies in consultation with the person with disability. 4.2. Complete, maintain and store documentation and reports according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS013 Assist with communication using augmentative and alternative communication methods

Modification History

Not applicable.

Performance Evidence

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

assist at least one person with complex communication needs to use AAC systems, including:

confirming communication needs and preferences in collaboration with the person

assisting the person to select and access aided or unaided AAC systems within their individualised plan that meet their needs and preferences

identifying barriers to effective use of AAC by the person and implementing strategies to overcome barriers

completing reports and documentation according to organisational policies and procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

definitions of communication and different mechanisms people use to communicate

how people with disability communicate and how to facilitate and support their communication

principles and practices of AAC

types of AAC and how they support people to communicate with others:

high-tech

low-tech

multi-modal

components of AAC systems that are aided or unaided and their correct use for the person’s needs and level of communication, including:

communication aids

symbols

strategies

devices

tools

techniques and methods for use

roles and functions of allied health professionals in assessing communication needs and establishing and implementing a person’s AAC system

cross cultural communication protocols

strategies used to provide and support opportunities for the person to use AAC in all settings and facilitate communication partnerships with others

work role boundaries, responsibilities and limitations

organisational policies and procedures for:

documenting and reporting

referrals.

Assessment Conditions

Skills must be demonstrated in a disability support workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure access to:

AAC devices

individualised plans and any equipment outlined in the plan

organisational policies and procedures relating to AAC

opportunities for engagement with people with complex communication needs.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS014 Develop and use strategies for communication with augmentative and alternative communication systems

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and implement strategies to assist people with complex communication needs to communicate through effective use of Augmentative and Alternative Communication (AAC) systems. It does not include matching AAC systems to the person’s needs, as this is carried out by an allied health professional as part of the development of an individualised plan.

AAC refers to methods that replace or supplement speech to address the needs of people whose oral speech skills limit their ability to meet their participation and communication needs.

AAC systems comprise communication aids, symbols, strategies, devices, tools and techniques and methods that may be aided or unaided.

This unit applies to disability support work in a variety of contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Disability Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the current communication capacity and needs of the person.	1.1. Work in collaboration with the person with disability, their family, carer or others identified by the person, to confirm the person’s communication needs, preferences and current capacity. 1.2. Make appropriate referrals to allied health professionals and other service providers as required in consultation with supervisor. 1.3. Adhere to protocols around cross-cultural communication and uphold the rights and dignity of the person. 1.4. Document the outcomes of this process according to organisational policies and procedures.
2. Develop effective AAC strategies.	2.1. Support the person with disability to provide information to other professionals about their likes or dislikes, daily activities and current communication needs according to organisational policies and procedures for privacy and confidentiality. 2.2. Provide information to the person regarding the AAC support options that are available within their individualised plan to address their communication needs and seek feedback on their preferred options. 2.3. Work with the person to identify supports to aid the person’s current communication capacity. 2.4. Develop communication strategies that meet individual communication needs, considering the person’s preferences and experience as outlined in the individualised plan and in consultation with supervisor and other professionals. 2.5. Work with the person to adjust available tools and programs to meet the person’s individual needs and preferences. 2.6. Document communication support strategies according to organisational policies and procedures. 2.7. Work within scope of own job role and seek advice from supervisor or others as required.
3. Implement AAC strategies.	3.1. Organise the environment to optimise communication opportunities. 3.2. Work with the person with disability to utilise devices, tools and techniques included in AAC strategies. 3.3. Identify opportunities to assist the person to increase communication vocabulary. 3.4. Identify difficulties experienced by the person when communicating and respond within scope of own job role and responsibilities. 3.5. Refer difficulties outside scope of own job role to supervisor or other professionals. 3.6 Provide and support opportunities for the person to use AAC strategies and encourage contact with other AAC users or support people.
4. Monitor and review communication strategies.	4.1. Monitor implementation of AAC strategies in consultation with the person with disability and report according to organisational policies and procedures. 4.2. Seek feedback from the person regarding the success of implemented strategies. 4.3. Work with the person to identify barriers to the effective use of AAC strategies. 4.4. Work with the person to identify where adjustments or modifications to communication strategies and devices are required to address barriers and refer to supervisor or allied health professional. 4.5. Complete, maintain and store documentation and reports according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to CHCDIS004 Communicate using augmentative and alternative communication strategies.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS014 Develop and use strategies for communication with augmentative and alternative communication systems

Modification History

Not applicable.

Performance Evidence

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

develop Augmentative and Alternative Communication (AAC) strategies for at least one person with complex communication needs, including:

identifying current communication capacity, communication needs and preferences in collaboration with the person

developing strategies to meet the needs and preferences identified by the person

assisting the person to access their AAC systems to implement strategies and adjusting AAC systems to meet the person’s needs and preferences

identifying difficulties in communicating and barriers to effective use of AAC and implementing strategies to overcome

completing reports and documentation according to organisational policies and procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

definitions of communication and different mechanisms people use to communicate

how people with disabilities may communicate and how to facilitate and support their communication

principles and practices of AAC

types of AAC and how they support people to communicate with others:

high-tech

low-tech

multi-modal

components of AAC systems that are aided or unaided and their correct use for the person’s needs and level of communication:

communication aids

symbols

strategies

devices

tools

techniques and methods for use

roles and functions of allied health professionals in assessing communication needs and establishing and implementing a person’s AAC system

cross cultural communication protocols

human rights framework of service

strategies used to provide and support opportunities for the person to use AAC in all settings and facilitate communication partnerships with others

work role boundaries, responsibilities and limitations

indicators of success and methods of seeking feedback regarding success of strategies

options to address difficulties and barriers in implementing AAC strategies

organisational policies and procedures for:

documenting and reporting

referrals

privacy and confidentiality of personal information

monitoring implementation of AAC strategies.

Assessment Conditions

Skills must be demonstrated in the disability support workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure access to:

AAC devices

individualised plans and any equipment outlined in the plan

organisational policies and procedures relating to AAC

opportunities for engagement with people with complex communication needs.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS015 Develop and provide person-centred service responses

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to develop, implement and monitor service responses with a person with disability. Work is undertaken within a legislative and ethical framework to ensure the provision of high quality, person-centred service delivery which supports the person’s aspirations, needs, rights and interests.

This unit applies to workers in varied disability service contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Disability Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work with the person to develop and implement person-centred responses.	1.1. Collaborate with the person with disability, their family, carer or others identified by the person to actively develop responses that meet the person’s individual aspirations, needs, rights and preferences. 1.2. Support the person’s use of assistive technologies in meeting their individual needs. 1.3. Consult with the person to communicate their needs to family, carer or others identified by the person. 1.4. Ensure the person’s support information is accurately recorded, maintained and applied to future support activities and responses. 1.5. Make available resources to meet the person’s needs and seek provision of services from other workers or agencies as required. 1.6. Complete, maintain and store all relevant documentation relating to the person and the service delivery in accordance with organisational policies and procedures.
2. Review and monitor person-centred responses.	2.1. Review and measure effectiveness of responses in meeting the person’s needs and preferences, in consultation with the person, family, carer or others identified by the person. 2.2. Work with the person to identify and take action to improve areas of the responses that have not met the person’s needs and preferences. 2.3. Consult with the person to identify gaps in assistive technology needs and report according to organisational policies and procedures. 2.4. Modify specified aspects of service delivery as required, to meet changing service requirements and the needs and preferences of the person with disability. 2.5. Work with the person to identify potential training opportunities to meet their changing needs. 2.6. Ensure changes to service delivery are within policy and budgetary frameworks and meet procedural and legislative requirements, while maintaining high standards of delivery.
3. Provide service delivery within a quality framework.	3.1. Follow organisational policies and procedures and meet legal and ethical requirements for service delivery for the individual, in line with the organisation’s quality system. 3.2. Identify any barriers that may impact on delivery of high-quality service and report to supervisor. 3.3. Regularly review organisational policies and procedures for service delivery to reflect the changing aspirations, needs and preferences of people with disability. 3.4. Regularly review organisational policies and procedures for service delivery to reflect industry best practice and relevant legislative changes.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCDIS005 Develop and provide person-centred service responses.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS015 Develop and provide person-centred service responses

Modification History

Not applicable.

Performance Evidence

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

follow procedures for person-centred service delivery in line with the organisation’s quality system, including:

developing and implementing at least three different person-centred service responses to meet the aspirations, needs, rights and preferences of people with disability, two in a simulated environment and one in the workplace

reviewing and monitoring at least three individual service responses, two in a simulated environment and one in the workplace, and making changes that:

are necessary to improve quality service delivery

met changing needs of the person

addressed barriers

responded to legislative changes.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

relevant networks and services in the broader community

current best practice approaches for service delivery

procedural and legislative requirements for service delivery

policy and budgetary frameworks for service delivery

quality frameworks for service delivery as defined by state or territory requirements

legal and ethical considerations for working with people with disability:

discrimination

dignity of risk

duty of care

human rights, including the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)

mandatory reporting

privacy, confidentiality and disclosure

work health and safety

principles of:

empowerment

human rights-based approach

person-centred practice

strengths-based approach

access and equity

social and emotional wellbeing frameworks

scope and breadth of assistive technologies used across the life domains, including but not limited to:

self-care

continence and hygiene

communication

mobility and transferring

cognition and memory loss

vision and hearing

daily living activities

recreation and leisure

education and employment

home and other environments

eating and drinking

pressure area management

carer support

role of assistive technologies in supporting a person’s life activities:

maintaining and promoting independence

enabling inclusion and participation

organisational policies and procedures for:

quality service delivery

reporting and documentation

reviewing policies and procedures.

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace, as outlined in the performance evidence.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

individualised plans and equipment or resources outlined in the plans

organisational policies and procedures for:

development, implementation, monitoring and review of person-centred programs

opportunities for engagement with people with disability.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS016 Develop and promote positive person-centred behaviour supports

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify behaviours of concern and to develop and promote positive behaviour supports as part of an individualised behaviour support plan for a person with disability, using a person-centred approach.

This unit applies to workers in varied disability services contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Disability Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify behaviours of concern that are likely to put the person or others at risk of harm.	1.1. Define and document behaviours of concern using objective, observable and measurable terms that all people supporting the person can understand. 1.2. Work with the person to identify behaviours of concern using functional or observational behaviour records. 1.3. Consult with the person to identify environmental and lifestyle factors that impact behaviours of concern. 1.4. Consult with the person to identify personal characteristics, physical and mental health, past experiences, skills and limitations, and interpersonal relationships that impact behaviours of concern. 1.5. Work with the person to identify the type, frequency and triggers of behaviours of concern. 1.6. Facilitate the ongoing involvement of others identified by the person in the observation and recording of behaviours of concern and planning processes.
2. Develop positive behaviour support responses using a person-centred approach.	2.1. Ensure that the person’s preferences for including their family, carer or others identified by the person in the ongoing development of supports are taken into account. 2.2. Use a strengths and evidence-based, best practice approach that reflects and respects the rights, personal choices, needs, abilities and goals of the person. 2.3. Work with the person to develop supports to accommodate lifestyle preferences that are based on accurate records, observations and consultation with all who will use them. 2.4. Work with the person to identify proactive and positive supports to promote behavioural change, including changes to the environment and communication strategies. 2.5. Work with the person to develop interventions and supports that safeguard the person from increased risk of being exploited, abused, or improperly exposed to restrictive practices. 2.6. Work with the person to identify interventions for critical and adverse situations and responses to reduce the risk of harm to the person or others in accordance with legal and ethical requirements and organisational policies and procedures. 2.7. Work with the person to identify the timeframes and goals for implementation of responses, how success will be measured, and how implementation will be monitored and reviewed. 2.8. Consult with the person to identify changes to work practices that may be implemented to reduce the behaviours of concern. 2.9. Work with the person to identify the appropriate supports for the person and workers after a behaviour of concern has occurred. 2.10. Ensure the necessary consents and approvals are documented prior to implementation of the plan.
3. Monitor and review the person’s individualised behaviour support plan.	3.1. Monitor the person’s individualised behaviour support plan in consultation with the person and internal and external support providers or groups identified by the person. 3.2. Monitor the implementation of the plan in consultation with the person to measure improvements to the person’s quality of life and reductions in the risk of harm to the person and others. 3.3. Measure and report on the number of adverse or critical events of behaviours of concern in consultation with the person to determine the effectiveness of the behaviour support plan. 3.4. Coordinate informal or formal debriefing process for relevant workers when critical incidents occur according to organisational policies and procedures. 3.5. Implement changes to the behaviour support plan consistent with evidence collected in consultation with the person, support providers, other professionals and others identified by the person. 3.6. Communicate individualised behaviour support plan revisions to all of the people involved in provision of support in consultation with the client and according to organisational policies and procedures for privacy and confidentiality of personal information. 3.7. Complete, maintain and store documentation according to organisational policies and procedures. 3.8. Comply with the person’s right to access their records.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCDIS006 Develop and promote positive person-centred behaviour supports.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS016 Develop and promote positive person-centred behaviour supports

Modification History

Not applicable.

Performance Evidence

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

identify behaviours of concern for at least three different people with disability and develop, implement, monitor and review positive behaviour support strategies in response to the behaviours of concern

develop strategies and interventions that support the above people to manage their own behaviour.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

principles of positive, person-centred, strengths-based behavioural support:

social and emotional wellbeing frameworks

trauma-informed practice

human rights framework of service

the impact of social devaluation on an individual's quality of life

competency and image enhancement as a means of addressing devaluation

organisational policies and procedures relating to behaviour management:

critical incidents

accident and incident reporting

de-briefing processes

completing, maintaining and storing documentation

work health and safety

privacy and confidentiality

restrictive practice:

types of regulated restrictive practices:

seclusion

chemical restraint

mechanical restraint

physical restraint

environmental restraint

unregulated restrictive practices

human rights considerations for use of restrictive practices

principles of the National Framework for Reducing and Eliminating the Use of Restrictive Practices in the Disability Service Sector

role of the National Disability Insurance Scheme (NDIS) Quality and Safeguards Commission in regulating use of restrictive practices

when it is acceptable to use restrictive practices

role of behaviour support practitioner in developing behaviour support plan that includes restrictive practices

consequences of unauthorised use of restrictive practices

positive proactive approaches to support that eliminate the need to use restrictive practices

physical, psychological and emotional risks related to the use of restrictive practices

processes for reporting changes in behaviour that may require review of the restrictive practices in the behaviour support plan

documentation of use of restrictive practices:

organisational policies and procedures

regulatory and legislative requirements for documentation

evidence-based behavioural intervention

principles of effective communication and ways to implement these to minimise behaviours of concern

indicators that a person has unmet needs

factors that may contribute to behaviour of concern:

physical

emotional

environmental

medications

structural

systemic

specialist services and referral options

legal and ethical considerations for working with people with disability:

codes of conduct

dignity of risk

duty of care

human rights, including the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)

informed consent

privacy, confidentiality and disclosure

imprisonment

abuse

work health and safety.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

tools for recording observed behaviour

organisational policies and procedures relating to behaviour support

individualised behaviour support plans and any equipment outlined in the plan

opportunities for engagement with people with disability.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS017 Facilitate community participation and social inclusion

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and facilitate person-centred strategies for participation in various community settings, functions and activities to enhance the psychosocial wellbeing and lifestyle of a person with disability.

This unit applies to workers in varied disability contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication

Pre-requisite Unit

Nil

Unit Sector

Disability Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Support the person to identify and engage in social networks within the broad community.	1.1. Work with the person with disability to identify their strengths, interests, abilities and support requirements so they may engage with a social network within the broad community. 1.2. Research, identify and network with available services to explore community inclusion opportunities that meet the needs of the person. 1.3. Work with the person to match services and networks to their needs, respecting their cultural and other individual needs. 1.4. Work with the person to facilitate active engagement in a social network and identify any supports they may need. 1.5. Work with the person to identify any possible barriers to participation and inclusion and develop strategies to overcome these. 1.6. Identify and access appropriate resources in consultation with the person and according to legal and ethical considerations and organisational policies and procedures. 1.7. Provide information about available options to the person with disability, their family, carer or others identified by the person.
2. Assist the person and others to develop and implement a community support plan as part of the individualised plan.	2.1. Consult with the person with disability to develop an individualised plan for community participation, including all necessary supports required for their needs and preferred level of participation. 2.2. Assist the person to establish their requirements in order to participate in neighbourhood and local community life according to their needs and preferences. 2.3. Assist the person to identify and access services within the community as identified in the individualised plan. 2.4. Work with the person to facilitate access to opportunities that establish connections through shared interests with other community members in line with funding, budgetary or financial requirements. 2.5. Support the person to access opportunities for participation in work and assist employer to facilitate the person’s participation and inclusion. 2.6. Assist the person and their family, carer or others identified by the person to select activities that will enhance inclusion. 2.7. Support other workers to implement the individualised plan according to requirements of the plan.
3. Develop strategies to minimise isolation for person with disability.	3.1. Identify support requirements and modifications needed for devices, aids and environment and develop strategies to deal with these in conjunction with the person, their family, carer or others identified by the person. 3.2. Consult with the person to identify supports or devices required to assist with communication. 3.3. Determine physical and other barriers to participation and identify solutions with the person with disability. 3.4. Recognise own limitations in addressing issues and seek advice when necessary. 3.5. Work with the person, their family, carer or others identified by the person to identify and assess barriers to communication and social participation caused by cognitive deficits and develop solutions. 3.6. Work with the person to identify travel and transport issues and strategies to address them. 3.7. Follow organisational policies and procedures to evaluate and ensure ongoing success of strategies in consultation with the person with disability.
4. Determine risks associated with supporting community participation and inclusion.	4.1. Discuss elements of risk with the person with disability, their family, carer or others identified by the person. 4.2. Conduct location or activity risk assessment specific to the person’s circumstances. 4.3. Work with the person and others identified by the person to identify and develop strategies to remove or reduce risk.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCDIS008 Facilitate community participation and social inclusion.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS017 Facilitate community participation and social inclusion

Modification History

Not applicable.

Performance Evidence

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

assist at least three people with disability to develop and implement community engagement plans within their individualised plan, including:

identifying the person’s needs and preferences through a process of collaboration

matching services and networks to the person’s needs and preferences

facilitating access to opportunities for the person to establish connections and minimise isolation

identifying and addressing barriers to participation

identifying and addressing risks.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

elements of best practice in the area of community participation and social inclusion

the impact of social devaluation on an individual’s quality of life

principles of:

active support

lifespan development

strengths-based and person-centred practice

risk assessment and mitigation

social and emotional wellbeing frameworks

human rights framework for service

systemic and structural barriers impacting individual and community participation

funding frameworks and their impact on community participation

legal and ethical considerations relevant to working with people with disability:

duty of care

dignity of risk

human rights, including the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)

strategies for:

identifying interests, abilities and requirements of people with disability

communication to assist with community participation

supporting the person’s participation in work

strategies that can be used by employers to facilitate the person’s inclusion and engagement in the workplace

organisational policies and procedures for:

accessing resources

evaluating implementation of strategies.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

information on local resources, programs, agencies, transport services, aids and equipment available to people with disability

organisational policies and procedures

individualised plans

equipment and resources outlined in individualised plans

risk assessment tools

opportunities for engagement with people with disability.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS018 Facilitate ongoing skills development using a person-centred approach

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, implement and review formal and informal ongoing skills development, in collaboration with a person with disability and incorporate into the person’s individualised plan.

This unit applies to workers in varied disability contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Disability Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify individual skill development needs.	1.1. Work with the person with disability to identify their skill development needs using a person-centred approach. 1.2. Document identified skill development needs according to organisational policies and procedures. 1.3. Identify skills development opportunities in collaboration with the person, their family, carer or others identified by the person, for inclusion in the individualised plan. 1.4. Consult with the person to make referrals to other staff or specialist services according to the person’s needs.
2. Plan person-centred, ongoing skill development.	2.1. Use appropriate communication techniques to engage the person in identifying learning goals. 2.2. Work with the person to identify learning strategies and opportunities to address their goals. 2.3. Develop formal ongoing skills development activities using a person-centred approach in conjunction with the person with disability and colleagues. 2.4. Document ongoing skills development in the person’s individualised plan according to organisational policies and procedures.
3. Implement person-centred, ongoing skills development strategies.	3.1. Work with the person with disability to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering. 3.2. Inform and support colleagues and others involved in service provision to implement person-centred ongoing skills development in line with the person’s individualised plan. 3.3. Work with the person to facilitate access and utilise equipment and resources required to enable the learning process. 3.4. Document outcomes in the person’s individualised plan according to organisational policies and procedures.
4. Evaluate skills development and review plan.	4.1. Monitor the person’s development and provide feedback to the person, their family, carer or others identified by the person regarding progress towards objectives and goals. 4.2. Work with the person to evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person. 4.3. Consult with the person to identify opportunities for ongoing skill development.
5. Identify and implement incidental learning opportunities to enhance skills development.	5.1. Work with the person to identify situations that can act as informal learning opportunities and encourage learning. 5.2. Promptly provide constructive advice to the person with disability, their family, carer or others identified by the person in a format that can be understood. 5.3. Provide encouragement when the person takes initiative in learning situations. 5.4. Work with the person to adapt support to encourage experiential learning and development.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCDIS009 Facilitate ongoing skills development using a person-centred approach.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS018 Facilitate ongoing skills development using a person-centred approach

Modification History

Not applicable.

Performance Evidence

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

develop, implement and monitor ongoing skills development, using a person-centred approach, for at least three people with disability, two in simulation and one in the workplace, including:

identifying skills development needs and opportunities and identifying learning goals, in collaboration with the person

using positive approaches that are motivating and empowering and demonstrate respect for the person’s rights

monitoring development and providing feedback to the person regarding progress towards goals

identifying and implementing incidental learning opportunities

updating individualised plans and completing reports and documentation according to organisational policies and procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

key aspects of current practices, philosophies and theories:

human rights framework for service delivery

competency and image enhancement as a means of addressing devaluation

strengths-based practice

active support

person-centred practice

rightful place in community

self-determination

systemic and structural issues impacting service and choice

social and emotional wellbeing frameworks

local community education opportunities and their potential use in capacity building

assessment processes relating to ongoing skills development

relevant services and resources available to people with learning needs

organisational policies and procedures for:

documenting information

evaluating and updating plans.

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace, as outlined in the performance evidence.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

recognised assessment and planning tools

organisational policies and procedures

individualised plans and any equipment outlined in the plans

opportunities for engagement with people with disability.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS019 Provide person-centred services to people with disability with complex needs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to provide person-centred services to people with disability with complex or special support needs under the supervision of a relevant professional.

This unit applies to workers in varied disability contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Disability Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Evaluate and prioritise the needs of a person with complex support issues.	1.1. Identify and prioritise the needs of the person, taking into account any co-existing issues. 1.2. Work with the person within the scope of own job role and according to organisational policies and procedures to identify specific problems, issues and challenges they experience. 1.3. Analyse and interpret data with assistance from health professionals and colleagues. 1.4. Recognise the impact of complex support issues on the person’s family. 1.5. Establish priorities for support with the person, their family, carer or others identified by the person.
2. Develop an individualised plan to achieve maximum quality of life.	2.1. Utilise best practice guidelines when working with people with disability to develop strategies to address complex and special needs. 2.2. Liaise with relevant experts and health professionals when developing individualised plans. 2.3. Discuss and establish goals with the person, their family, carer or others identified by the person. 2.4. Work with the person to identify services and supports to meet their identified goals. 2.5. Access and negotiate resources in order to deliver identified services and supports. 2.6. Work with the person to facilitate access to community support agencies to achieve established goals.
3. Coordinate the delivery of the individualised plan.	3.1. Collaborate with supervisor to ensure services and support activities are undertaken by appropriately skilled workers. 3.2. Recognise when a service or support worker is no longer able to provide the level of service required, incorporating feedback from the person with disability. 3.3. Support the person with disability and all stakeholders involved in the service provision to understand the individualised plan and their roles and responsibilities within that plan.
4. Coordinate the monitoring, evaluation and review of the individualised plan.	4.1. Seek feedback from the person with disability and all stakeholders when evaluating effectiveness of the individualised plan and re-prioritising support needs. 4.2. Seek advice and assistance from supervisor when the person’s goals and needs are not being achieved. 4.3. Contribute to necessary revisions of the individualised plan within the scope of own job role, organisational policies and procedures and in consultation with the person with disability, their family, carer or others identified by the person.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to CHCDIS010 Provide person-centred services to people with disability with complex needs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS019 Provide person-centred services to people with disability with complex needs

Modification History

Not applicable.

Performance Evidence

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

evaluate and prioritise the needs of at least three people with complex or special support needs and develop individualised plans to meet their needs

coordinate the delivery, monitoring, evaluation and review of at least three individualised plans.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

factors that would lead to someone being classified as having complex needs rather than basic needs

basic physiology and psychology as they apply to disability types

basic nutrition guidelines and principles as they apply to a range of disability types and when to refer to supervisor or practitioner

common issues and challenges facing people with disability including:

systemic and structural issues

abuse, neglect and exploitation

discrimination and stigma

manifestations and presentation of common health problems as well as potential behavioural challenges associated with different disability types

formal and informal assessment approaches for assessment of people with complex and special needs

legislative, statutory, professional and ethical standards related to development of individualised plans

restrictive practice:

types of regulated restrictive practices:

seclusion

chemical restraint

mechanical restraint

physical restraint

environmental restraint

unregulated restrictive practices

human rights considerations for use of restrictive practices

principles of the National Framework for Reducing and Eliminating the Use of Restrictive Practices in the Disability Service Sector

role of the National Disability Insurance Scheme (NDIS) Quality and Safeguards Commission in regulating use of restrictive practices

when it is acceptable to use restrictive practices

role of behaviour support practitioner in developing behaviour support plan that includes restrictive practices

consequences of unauthorised use of restrictive practices

positive proactive approaches to support that eliminate the need to use restrictive practices

physical, psychological and emotional risks related to the use of restrictive practices

processes for reporting changes in behaviour that may require review of the restrictive practices in the behaviour support plan

documentation of use of restrictive practices:

organisational policies and procedures

regulatory and legislative requirements for documentation

role of family members, carers, community service providers and others in developing and managing individualised plans

organisational policies and procedures for:

developing and managing individualised plans

documenting information

seeking feedback from stakeholders

monitoring and evaluating individualised plans.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

organisational policies and procedures

individualised plans and any equipment outlined in the plans

opportunities for engagement with people with disability.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS020 Work effectively in disability support

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work effectively in a disability support work context. The unit covers meeting job requirements, complying with organisational requirements and working in a disability sector context.

This unit applies to individuals who work with people with disability in a range of community services and health contexts. Work performed requires some discretion and judgement and will be carried out under regular direct or indirect supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Unit Sector

Disability Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Meet job role requirements.	1.1. Identify own job role requirements from reading position description. 1.2. Discuss own job role requirements with supervisor to clarify and confirm job role scope and expectations. 1.3. Recognise and refer work tasks outside own job role scope to the appropriate person according to organisational reporting policies and procedures.
2. Work within organisational requirements.	2.1. Comply with professional conduct requirements. 2.2. Comply with legal and human rights framework requirements relevant to disability support work. 2.3. Communicate and cooperate with interdisciplinary team members. 2.4. Use digital technology to access and share workplace information.
3. Work within a disability support context.	3.1. Read individualised plans to identify tasks. 3.2. Use person centred communication techniques when carrying out work tasks. 3.4 Seek consent from the person, carer, family or others identified by the person, before commencing support activities. 3.5. Recognise signs of abuse and report according to organisational policies and procedures. 3.6. Record, maintain and store workplace information according to organisational record keeping procedures, and privacy and confidentiality requirements.
4. Implement self-care strategies.	4.1. Monitor own stress level when working with people receiving support. 4.2. Use self-care strategies and seek support if required according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS020 Work effectively in disability support

Modification History

Not applicable.

Performance Evidence

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

undertake work providing support to at least one person with disability, in a disability support work context that involves each of the following on at least one occasion:

person-centred communication

identifying tasks from individualised plan

recognising scope of own job role and referrals

complying with professional conduct requirements

recognising and reporting signs of abuse

seeking consent for support activities

working with interdisciplinary team members

engaging with people and organisation using technology

completing workplace reports and checklists

maintenance and storage of workplace information

meeting privacy and confidentiality requirements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

types of disability and functional capacity

psychosocial disability:

impact on the person’s life

differences between psychosocial disability and mental health

episodic nature and additional or alternate supports that may be required during different periods

ways in which psychosocial disability interacts with other disabilities

current terminology and used in disability support

individualised plans including purpose and key contents

support practices:

person-centred approaches including upholding autonomy, supporting the person to exercise choice and person’s right to self-determination

duty of care

dignity of risk

risk areas for abuse and systemic issues

types of abuse

delegation and supervision requirements by health professionals

legal and human rights frameworks including the role of the following in industry:

national and State/Territory statutory bodies

national and State/Territory legislation

Office of the Health Ombudsman

United Nations Convention on the Rights of Persons with Disability

mandatory reporting

privacy and confidentiality of information

concepts of consent:

informed

un-informed

industry standards, codes of conduct and industry standards body relevant to disability support services

attitudes and stereotypes:

paternalism

ableism

stigma

common misconceptions

dangers of values judgements regarding perceived quality of life

key philosophies and concepts:

social model of disability

person-centred approaches

contemporary view on disability support

difference between care and support

empowerment of the person receiving support

social role valorisation in the context of everyone having the right to live their life as they choose

trauma-informed practice

social and emotional wellbeing frameworks

industry context:

job roles in the disability support sector and scope of practice

reporting lines and delegations including working under supervision

roles of interdisciplinary team members

key organisations within the sector

funding and accreditation systems

record keeping procedures

cultural diversity, the cultural competency requirement of the role and respect for differences

key issues facing disability support and community support in Australia

risk assessment framework in terms of:

personal care worker role

working in a person’s home

assisting a person to engage outside of their regular setting

planning an activity

medication

restrictive practices:

types of restrictive practices

parameters for use.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions in the disability support sector.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS021 Prepare for NDIS support coordination

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work effectively in the National Disability Insurance Scheme (NDIS) system by meeting job requirements and working with stakeholders.

This unit applies to individuals who work with people with disability in a range of community services and health contexts. Work performed requires some discretion and judgement and may be carried out under direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Disability Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Meet support coordinator requirements.	1.1. Research and interpret industry information to maintain working knowledge of the NDIS system and funding models relevant to support coordination. 1.2. Recognise the participant’s right to choice and control and freedom to choose. 1.3. Identify and manage personal and organisational conflicts of interest according to organisational policies and procedures. 1.4. Identify and refer matters outside scope of own job role.
2. Work with providers.	2.1. Research and interpret service provider information to maintain current knowledge of available service options for NDIS participants. 2.2. Communicate with providers to build and maintain working relationships. 2.3. Collaborate with providers to optimise support options for NDIS participants.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS021 Prepare for NDIS support coordination

Modification History

Not applicable.

Performance Evidence

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

manage one conflict of interest

refer one matter outside scope of own job role

build a relationship with a provider.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

National Disability Insurance Scheme (NDIS) system relevant to support coordination:

national and State/Territory legislation and statutory bodies

NDIS Code of Conduct

NDIS Quality and Safeguards Commission

rights-based context

support categories

NDIS Pricing Arrangements and Price Limits

NDIS service agreements

NDIS roles and responsibilities:

Local Area Coordinator (LAC)

delegate

community partner

provider

agency

Coordinator of Supports (COS)

Supported Independent Living (SIL)

funding models:

types:

NDIS reasonable and necessary framework

general health system funding including Medicare

access

eligibility

service types

funding mechanisms

intersection of multi-agency supports

stakeholder roles and responsibilities:

participants

service providers

funding bodies

organisational policies and procedures relevant to providing support coordination

support coordination:

levels of support coordination

support coordination process

methods for accessing informal, community and funded supports

types of service providers and service options

support practices:

person-centred

human rights based

duty of care

dignity of risk

privacy and confidentiality

benefits and risks for the participant of registered and non-registered service providers:

level of care

availability

location of support

restrictions in organisations due to industrial arrangements

process for engaging with:

disability service providers

non disability service providers

government

participants and their supports

support coordination job role expectations:

professional boundaries

responsibilities and accountabilities

scope of practice and parameters within the NDIS framework

conflict of interest and how to manage

role and content of NDIS Practice Standards

code of conduct

time management

NDIS plans:

plan implementation process

plan management process

purpose

key contents

methods for identifying services to meet goals and needs

budgeting

financial management

address change of circumstances

reporting and recording requirements for NDIS reports

common terms used in NDIS support coordination.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions in the disability support sector.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS022 Coordinate NDIS participant support

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to collaborate with participants and their supports to deliver support coordination services to National Disability Insurance Scheme (NDIS) participants.

This unit applies to individuals who work with people with disability in a range of community services and health contexts. Work performed requires some discretion and judgement and may be carried out under direct or indirect supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

CHCDIS021 Prepare for NDIS support coordination

Unit Sector

Disability Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assist participants to understand NDIS plans.	1.1. Interpret NDIS plan to identify type, level and parameters of funded supports. 1.2. Interpret and use NDIS price guide to calculate quantity of hours funded. 1.3. Communicate with participants and their supports to determine individual needs and preferences and manage expectations. 1.4. Explain NDIS system and funded supports to participants and their supports, and clarify and confirm understanding.
2. Assist participants to implement NDIS plan.	2.1. Build capacity of participants and their supports to understand, implement and use their plan. 2.2. Collaborate with participants and their supports to research and discuss service options customised to the individual needs and preferences of participants. 2.3. Collaborate with participants and their supports to evaluate and select service options within the parameters of the NDIS plan. 2.4. Negotiate agreements with service providers with and on behalf of participants and their supports.
3. Complete NDIS administration.	3.1. Check service agreements and bookings are completed as agreed. 3.2. Record case notes according to organisational policies and procedures. 3.3. Identify, record and track billable and non-billable coordination time. 3.4. Write reports to meet organisational and funding body requirements. 3.5. Deliver services within specified hours of funding for support coordination.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS022 Coordinate NDIS participant support

Modification History

Not applicable.

Performance Evidence

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

coordinate support for three NDIS participants including, one participant with a significant change of circumstances.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

National Disability Insurance Scheme (NDIS) system relevant to support coordination

funding models:

types:

NDIS reasonable and necessary framework

general health system funding including Medicare

access

eligibility

service types

funding mechanisms

intersection of multi-agency supports

NDIS Pricing Arrangements and Price Limits

supports for families in crisis

positive behaviour supports

mental health of participants:

impact of psychosocial disability

engaging with disengaged participants

advocacy:

types and methods

methods of supporting participant self-advocacy

advocacy referral options

complaint mechanisms

types of supports:

informal, including family and friends

mainstream, including health care providers

legal support

community including local council and community-based organisations and advocacy groups

funded supports including disability service providers

stakeholder roles and responsibilities:

service providers

funding bodies

organisational policies and procedures relevant to providing support coordination

support coordination:

levels of support coordination

support coordination process

methods for accessing informal, community and funded supports

types of service providers and service options

support practices:

person-centred

human rights based

duty of care

dignity of risk

privacy and confidentiality

recovery-oriented practice

communication, negotiation and problem-solving techniques relevant to providing support coordination including managing difficult conversations

benefits and risks for the participant of registered and non-registered service providers:

level of care

availability

location of support

restrictions in organisations due to industrial arrangements

processes for engaging with:

disability service providers

non disability service providers

government

participants and their supports

guardians, advocates and administrators

job role expectations

NDIS plans:

methods for identifying services to meet goals and needs

budgeting

financial management

reporting and recording:

NDIS report requirements

billable and non-billable hours

common terms used in NDIS support coordination.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions the disability support sector.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

NDIS plans.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS023 Provide specialised support

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to provide support to people who need specialised support in relation to enteral nutritional consumption and continence care.

This unit applies to individuals who work with people in a range of community services and disability support contexts. Work would be carried out according to an established individualised plan.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

CHCCCS041 Recognise healthy body systems

CHCDIS020 Work effectively in disability support

Unit Sector

Disability Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify specialised support needs.	1.1. Read individualised plan to identify specialised care needs and preferences. 1.2. Consult with the person to identify and confirm specialised care needs. 1.3. Prepare a safe and comfortable setting for specialised support according to the person’s specialised care needs and preferences and organisational policies and procedures. 1.4. Obtain consent for the provision of specialised support.
2. Provide specialised nutrient consumption support.	2.1. Gather, check and prepare equipment and materials for enteral nutrition provision following infection control guidelines. 2.2. Communicate with the person throughout enteral nutrition provision process. 2.3. Prepare and measure prescribed liquids according to the individualised plan. 2.4. Provide enteral nutrition to meet individual needs and preferences and according to organisational policies and procedures. 2.5. Assess and maintain care of skin, stoma and mouth. 2.6. Monitor the person, process and equipment to identify risks. 2.7. Recognise, report and respond to abnormal enteral nutrition provision situations according to organisational policies and procedures.
3. Provide specialised continence care support.	3.1. Recognise and report irregular continence care situations, including skin health issues, according to organisational policies and procedures. 3.2. Recognise, report and respond to changes in continence care situations according to the needs and preferences of the person and according to organisational policies and procedures. 3.3. Gather, check and prepare equipment and materials for continence care, including personal protective equipment (PPE) following infection control guidelines and according to individualised plan. 3.4. Communicate with the person throughout continence care process. 3.5. Provide specialised continence care to meet individual needs and preferences and according to organisational policies and procedures.
4. Complete specialised support.	4.1. Collect, handle and dispose of waste material according to organisational policies and procedures. 4.2. Clean and store equipment according to manufacturer instructions, setting protocols and infection control requirements. 4.3. Complete, maintain and store documentation according to organisation policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS023 Provide specialised support

Modification History

Not applicable.

Performance Evidence

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

provide specialised support according to individualised plan to meet the person’s needs that involves:

assisting with continence care:

one urinary incontinence

one faecal incontinence

nutrition assistance:

one percutaneous endoscopic gastrostomy (PEG)

one percutaneous endoscopic jejunostomy (PEJ)

one nasogastric tube (NG)

provision of nutrition assistance must be demonstrated in the workplace on at least one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

individual needs and preferences relevant to specialised support for nutrition assistance and continence care:

dignity of risk

informed decision making

communication techniques for engaging the person in delivery of specialised supports

organisational policies and procedures relevant to specialised support for nutrition assistance and continence care:

reporting including enteral nutrition charts, oral care, bowel charts, process notes and incident reports

hygiene

manual handling

personal protective equipment (PPE)

consent

industry context relevant to relevant to specialised support for enteral nutrition delivery and continence care:

job role scope and functions

supervision requirements and limitations to job role

roles of interdisciplinary team members including nursing staff and other carers

individualised plan content relevant to specialised support for enteral nutrition delivery and continence care

enteral nutrition delivery methods:

percutaneous endoscopic gastrostomy (PEG)

percutaneous endoscopic jejunostomy (PEJ)

nasogastric tube (NG)

stoma site care:

skin and stoma assessment

washing and drying

ointments and dressings

enteral nutrition and continence care risk identification, monitoring, reporting and responses:

personal hygiene

hand hygiene

infection control

aspiration and position of the person

stoma site

oral health

manual handling

tube problems including dislodgement, displacement, clogging, knotting, breakage, broken feeding port caps and leaking, signs of fungal/mould growth

intolerance during and after enteral nutrition delivery including reflux, nausea, vomiting, bloating, extreme flatulence, abdominal obstruction, irregular bowel movements and liquid stools

faulty equipment

not following individualised plan

not following manufacturer instructions

not following organisational policies and procedures

enteral nutrition delivery processes, equipment and materials:

basic anatomy of the digestive system

enteral nutrition delivery process, tasks and sequence

types and function of equipment and components including pumps, tubes, bolus set, gravity drip

safe set up and operation of equipment and components including flushing, decompressing, venting, priming, rotating and moving tubes and flow speeds

equipment and component checks

care of equipment including stoma and tubing

cleaning of equipment

storage of equipment

incontinence:

urinary

faecal

both urinary and faecal

specialised continence care process, equipment and materials.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions in the disability support sector, in line with the requirements outlined in the performance evidence.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

individualised plans

equipment and materials relevant to specialised nutrition assistance and continence care and associated manufacturer instructions

personal protective equipment (PPE)

manikins.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guide are found in VETNet - https://vetnet.gov.au/pages/trainingdocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE030 Support inclusion and diversity

Modification History

Release 1. CHCECE030 Support inclusion and diversity supersedes and is not equivalent to CHCECE001 Develop cultural competence.

Application

This unit describes the performance outcomes, skills and knowledge required to reflect on and understand the impact of own values and biases, demonstrate respect for inclusion and diversity, and support children’s understanding of inclusive principles and behaviours.

This unit applies to all educators who work according to established policies and procedures in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Reflect on values and biases.	1.1. Identify aspects of own life experiences or history which may influence current values, beliefs and attitudes. 1.2. Identify potential impact of own life experiences on interactions and relationships with people from different backgrounds using a process of reflection. 1.3. Identify and act on ways to develop self-awareness and understanding of how own behaviours may contribute to inclusive practice.
2. Demonstrate respect for inclusion and diversity.	2.1. Identify the impact of different aspects of diversity and inclusion in the workplace. 2.2. Use communication techniques that model open, inclusive, ethical interactions with children, families and colleagues. 2.3. Use and support opportunities that encourage and promote participation by all individuals and groups. 2.4. Use inclusive work practices that support cultural, gender, ability and other forms of safety.
3. Support children’s understanding of inclusion and diversity.	3.1. Identify and use opportunities that build on the diverse backgrounds of children and families in the service. 3.2. Identify and consult with community members and follow community protocols to obtain or share knowledge of local cultural, ethnic, gender and other diverse groups. 3.3. Provide children with opportunities to learn about similarities and differences in the world around them. 3.4. Engage children in collaborative discussions about respectful and equal relations. 3.5. Observe children’s interactions and participation and identify and communicate any needs for additional support to improve inclusive relationships. 3.6. Engage with peers, mentors or others to support individual children with specific needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar information of varying complexity.
Writing skills to:	complete observation records.
Oral communication skills to:	share information with appropriate personnel.
Problem-solving skills to:	respond to challenging situations in a positive manner.
Initiative and enterprise skills to:	identify and use appropriate opportunities to support inclusion and diversity facilitate understanding of cross-cultural issues and beliefs.

Unit Mapping Information

Release 1. CHCECE030 Support inclusion and diversity supersedes and is not equivalent to CHCECE001 Develop cultural competence.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE030 Support inclusion and diversity

Modification History

Release 1. CHCECE030 Support inclusion and diversity supersedes and is not equivalent to CHCECE001 Develop cultural competence.

Performance Evidence

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

use a process of reflection to explore impact of own values and biases in relation to practices with families and children, and discuss the reflection process with a workplace or learning supervisor on two occasions

identify and use three different opportunities to support inclusion and diversity with children in daily practice, including both routine and play experiences.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the National Quality Standard and related regulations and laws applicable to this unit including:

collaborative partnerships with families and communities

educational program and practice

relationships with children

how inclusion and diversity is reflected in the relevant approved learning frameworks

Early Childhood Australia Code of Ethics

the concepts of inclusion, diversity and cultural safety:

definition of terms and their application in a children’s education and care context

their role and importance in children’s education and care work

aspects of identity and culture that may affect an individual’s perspectives about inclusion and diversity

awareness of the impact of own behaviours in regard to:

inclusion

bias

discrimination

ethics

areas of diversity in society, their characteristics and how individuals may be affected in living their daily lives:

culture

race, ethnicity

disability

gender and gender identification

intergenerational disadvantage

family types

sexual orientation and sexual identity

socioeconomic circumstances

service policies and initiatives that support inclusion and diversity:

engagement with local communities

sharing of cultural knowledge

experiencing diversity through activities and interactions

building on diverse backgrounds of children

techniques used by educators to model and support open, respectful, inclusive and ethical interactions in children:

showing awareness of and respect for individual culture, values and beliefs

acknowledging both similarities and differences

demonstrating positive attitudes to differences

using cross-cultural communication skills

reflective practice:

what is reflection

why and how educators use reflection

what is meaningful reflection

potential needs of marginalised groups or individuals requiring support:

protective factors

physical, mental and emotional health and care needs.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

the following aspects of performance evidence must be directly observed by the assessor on one occasion:

supporting inclusion and diversity with children in daily practice

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence

interactions with children must be supervised by an approved early childhood educator.

Skills related to reflection may be demonstrated outside of the service, but must be based on work in a regulated children’s education and care service in Australia.

Assessment must ensure access to:

National Quality Framework:

National Quality Standard

the relevant approved learning framework

Early Childhood Australia Code of Ethics

service standards, policies and procedures for:

collaborative partnerships with families and communities

educational program and practice

relationships with children

inclusion

children in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE031 Support children's health, safety and wellbeing

Modification History

Release 1. CHCECE031 Support children’s health, safety and wellbeing supersedes and is not equivalent to CHCECE002 Ensure the health and safety of children, CHCECE003 Provide care for children and CHCECE004 Promote and provide healthy food and drinks.

Application

This unit describes the performance outcomes, skills and knowledge to support and promote children’s health, safety and wellbeing in relation to physical activity, healthy eating, sleep, rest and relaxation and individual medical requirements.

This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement hygiene and health procedures.	1.1. Follow health and hygiene regulatory requirements and service policies and procedures. 1.2. Support children to learn personal health and hygiene practices through discussion, modelling and repeated experience. 1.3. Identify practices that are not consistent with requirements and procedures and take corrective action within level of responsibility.
2. Support each child’s health needs.	2.1. Maintain knowledge of children’s health needs by seeking and sharing information with colleagues and families. 2.2. Maintain confidentiality in relation to children’s individual health needs. 2.3. Implement service risk-management strategies for children with long-term medical conditions. 2.4. Identify service and regulatory requirements and procedures for short and long-term medication administration. 2.5. Observe and respond to signs of illness and injury in children and systematically record and share this information with colleagues and families according to service policies and procedures and regulatory requirements.
3. Promote physical activity.	3.1. Encourage children to participate in regular movement and physical experiences. 3.2. Participate with children in their physical activity. 3.3. Promote physical activity through providing planned and spontaneous opportunities appropriate for each child. 3.4. Discuss with children how their bodies work and the importance of physical activity to people’s health and wellbeing.
4. Promote healthy and safe eating.	4.1. Provide opportunities for children to engage in experiences, conversations and routines that promote relaxed and enjoyable mealtimes, healthy lifestyles and good nutrition. 4.2. Encourage and support healthy eating and nutrition practices with children during mealtimes. 4.3. Check that children have ready access to water and are offered healthy food and drinks regularly. 4.4. Implement service food safety policies and procedures when assisting with practical mealtime tasks. 4.5. Share information with families that supports a healthy lifestyle.
5. Provide opportunities for sleep, rest and relaxation.	5.1. Use individualised sleep and rest practices that are consistent with approved standards and in consultation with families. 5.2. Provide developmentally appropriate restful play activities for children who do not sleep or rest. 5.3. Maintain children’s right to privacy during any toileting and dressing and undressing times. 5.4. Meet individual clothing needs and preferences within the scope of the service requirements for children’s health and safety. 5.5. Support wellbeing through exchange of information with families about individual child’s rest and sleep patterns.
6. Supervise children.	6.1. Follow regulations and implement service policies and procedures for active supervision of children. 6.2. Use positive, developmentally appropriate communication when informing children of safety requirements. 6.3. Adjust levels of supervision depending upon the area of the service and the skill, age mix, dynamics and size of the group of children, and the level of risk involved in activities and play. 6.4. Exchange information about supervision with colleagues to ensure adequate supervision at all times.
7. Minimise risks in the environment.	7.1. Check safety of buildings, equipment and the general environment according to scope of own role and service policies and procedures. 7.2. Use, store and label dangerous products according to manufacturer’s instructions, service policies and procedures and regulations. 7.3. Implement service procedures and regulations for safe collection of each child, ensuring they are released to authorised people only. 7.4. Assist in the supervision of every person who enters the service premises through observation and reporting.
8. Support children to respond to risks.	8.1. Assist children to recognise potential hazards and age appropriate responses. 8.2. Develop children’s knowledge of personal protective actions appropriate to their developmental stage. 8.3. Promote sun safety to children and implement measures to protect children according to service policies and procedures.
9. Provide a safe and healthy environment.	9.1. Check toys and equipment are safe for children and safe to use in their proposed area. 9.2. React promptly to incidences of illness or spills of bodily fluids and promptly respond to ensure a hygienic environment. 9.3. Liaise with families to ensure children who are unwell are excluded according to service policies and procedures and government guidelines. 9.4. Identify children who display signs of illness and take appropriate measures to prevent cross-contamination. 9.5. Report incidences of illness, infection or accident according to service policies and procedures and regulatory requirements. 9.6. Follow service policies and procedures to ensure that equipment, furnishings and resources are maintained in a hygienic manner.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret service hygiene, health and safety procedures interpret medication administration instructions.
Writing skills to:	complete forms and reports.
Oral communication skills to:	interact and engage with children to build rapport.
Numeracy skills to:	measure medications and calculate correct times to be administered interpret food labels.
Initiative and enterprise skills to:	determine appropriate strategies to support children’s individual needs.
Technology skills to:	record information using digital media according to service policies and procedures.

Unit Mapping Information

Release 1. CHCECE031 Support children’s health, safety and wellbeing supersedes and is not equivalent to CHCECE002 Ensure the health and safety of children, CHCECE003 Provide care for children and CHCECE004 Promote and provide healthy food and drinks.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE031 Support children's health, safety and wellbeing

Modification History

Release 1. CHCECE031 Support children’s health, safety and wellbeing supersedes and is not equivalent to CHCECE002 Ensure the health and safety of children, CHCECE003 Provide care for children and CHCECE004 Promote and provide healthy food and drinks.

Performance Evidence

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

follow all hygiene, health and safety procedures on three different occasions for each of the following:

support a child to wash their hands

support one or more children during mealtimes

support a child with toileting

support a child with dressing or undressing

support a child to have their individual sleep needs met

demonstrate the principles of active supervision to supervise one group of children for a complete activity or play period, according to service procedures

respond appropriately to three situations where health or safety of children may be compromised

perform the activities outlined in the performance criteria of this unit during a period of at least 160 hours of work in a regulated children’s education and care service in Australia.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the National Quality Standard and related regulations and laws applicable to this unit including:

children’s health and safety

service standards, policies and procedures for children’s health and safety

communication about health and safety:

how to communicate with families and children – the types of information typically given and requested:

allergies

information regarding long-term medical conditions

information regarding short-term medical needs

information in health management plans

confidentiality and privacy requirements

other restrictions around the sharing of information

service procedures for communicating information

health and safety issues associated with the care of children, how these are managed and how to assess for risks and hazards:

clothing safety and suitability

hygiene:

meaning of airborne, food-borne and infectious diseases, and ways that individuals can transfer and spread these in children’s education and care settings

personal hygiene

importance of service cleanliness

food safety:

storage

preparation

cooking, reheating and thawing

service

personal health:

asthma and anaphylaxis

childhood obesity

common childhood medical conditions and their signs, symptoms and characteristics and associated risk management requirements

food allergies and high-risk foods

long term medical conditions

procedures and specifications around administration of medication

nutrition and its role in healthy lifestyle

oral health and its impact on general health:

causes of tooth decay

signs of tooth decay

importance of adequate and appropriate physical activity

situations requiring the exclusion of children as per service policies and procedures

supervision requirements, different supervision levels, and influencing factors

principles of active supervision:

awareness of environment

positioning

interaction with children and adults

scanning and listening

awareness of group and individual dynamics

common childhood hazards

toys and equipment

recommendations for physical activity for birth to 5-year-olds and 5 to 12-year-olds in the National Physical Activity and Sedentary Behaviour Guidelines for Australians and Australian 24-Hour Movement Guidelines for the Early Years (Birth to 5 years)

sleep and rest:

children’s individual requirements

features of environments that promote rest and sleep

types of restful play activities for those who do not sleep

recommendations for children’s healthy eating as detailed in the following National Health and Medical Research Council sources or their successors:

Australian Dietary Guidelines

Australian Guide to Healthy Eating

how to interpret food labels and identify nutrition content and ingredients of concern that may contribute to poor nutrition

features of common types of individual dietary needs and preferences arising from the following, and the implications of not adhering to these:

culture

health

religion

family belief systems

principles of infection control:

causes of infection

how infections are spread

methods used to prevent infection:

handwashing hygiene

personal protective equipment (PPE)

immunisation

safely dealing with spills

cleaning and infection control procedures for:

equipment:

change mats

prams or strollers

utensils and crockery

equipment storage areas

toileting areas

furnishings:

soft

bedding

cushions

hard:

cots

tables and chairs

high chairs

change tables

resources:

toys

art and craft supplies.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

the following aspects of the performance evidence must be directly observed by the assessor on at least one occasion:

support a child to wash their hands

support one or more children during mealtimes

support a child with toileting

support a child with dressing or undressing

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence

interactions with children must be supervised by an approved early childhood educator.

Where there is documented evidence that the service does not permit assistance with toileting, or dressing or undressing by individuals who are not staff members, these skills may be demonstrated through simulated activities and scenarios without involvement of a real child. However, all aspects of the process must be clearly demonstrated for assessment.

Skills related to responding to situations where the health and safety of children may be compromised may be demonstrated through simulated activities and scenarios.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Assessment must ensure access to:

eating areas equipped with tables, chairs, utensils

drinking water

handwashing facilities

personal protective equipment

indoor and outdoor play areas

sleeping and rest areas equipped with beds and linen

sun protection materials

toilet facilities

toys and other play equipment

information technology for record keeping and documentation

recommendations for physical activity in the National Physical Activity and Sedentary Behaviour Guidelines for Australians and Australian 24-Hour Movement Guidelines for the Early Years (Birth to 5 years)

recommendations for children’s healthy eating as detailed in the following sources or their successors:

Australian Dietary Guidelines

Australian Guide to Healthy Eating

National Quality Framework:

Education and Care Services National Regulations

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for children’s health and safety

children in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE032 Nurture babies and toddlers

Modification History

Release 1. CHCECE032 Nurture babies and toddlers supersedes and is not equivalent to CHCECE003 Provide care for children and CHCECE005 Provide care for babies and toddlers.

Application

This unit describes the performance outcomes, skills and knowledge required to develop relationships with babies and toddlers and their families and attend to the specific physical and emotional needs of babies and toddlers from birth to 23 months. It requires the ability to follow individualised care routines for sleep, feeding and toileting.

This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop relationships with babies and toddlers.	1.1. Provide consistent and positive personal care routines suited to the child’s individual and cultural context. 1.2. Identify and initiate opportunities during daily routines for one-to-one communication with babies and toddlers that supports learning, development and wellbeing. 1.3. Recognise and respond to interactions initiated by babies and toddlers, and provide physical comfort and calm reassurance to facilitate attachment. 1.4. Identify ways of enhancing relationship-building skills through observation, discussion and reflection.
2. Develop effective relationships with family members.	2.1. Gather information from the family to assist in the transition from home to education and care service. 2.2. Recognise family signs of stress at time of separation and identify appropriate responses. 2.3. Assist in the transition from home to care through initiating engagement with babies/toddlers while family is still present. 2.4. Communicate daily with families about their child’s activities, sleeping and eating patterns according to service procedures.
3. Promote safe sleep.	3.1. Share information with families about sleep and confirm arrangements for sleep and rest. 3.2. Prepare cots, bedding and equipment according to service hygiene and safety procedures and approved safety standards. 3.3. Monitor sleeping children according to service policies and procedures.
4. Provide positive nappy-changing and toileting experiences.	4.1. Change nappies according to service policies and procedures. 4.2. Provide positive nappy change and toileting experiences that enhance relationships and support learning. 4.3. Adapt experiences to meet the individual child’s routines. 4.4. Support children sensitively and positively when they are learning to use the toilet. 4.5. Work with families and other educators to support children’s toilet learning by sharing information and using consistent approaches.
5. Promote quality mealtime environments.	5.1. Promote positive mealtime environments that are adapted to meet the individual baby and toddler’s routines and needs. 5.2. Attend to babies’ individual needs during meal times. 5.3. Follow approved standards for safe storage, preparation, heating and serving of formula, breast milk and other pre-prepared food and drinks. 5.4. Follow approved standards for cleaning of associated equipment and utensils. 5.5. Offer a supportive environment for breastfeeding according to service protocols.
6. Create a healthy and safe environment.	6.1. Provide safe areas and appropriate resources for babies to practise gross motor skills. 6.2. Supervise babies and toddlers appropriately, according to development and environmental factors. 6.3. Ensure babies and toddlers can safely explore their environment with their hands, mouths and bodies. 6.4. Provide a relaxed and calm environment that is responsive to the individual wellbeing of babies and toddlers.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret service policies and procedures.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding interact and engage with children and families to build rapport.
Numeracy skills to:	prepare formula according to directions measure quantities required when preparing formula.
Teamwork skills to:	share information to provide support in line with service policies and procedures.

Unit Mapping Information

Release 1. CHCECE032 Nurture babies and toddlers supersedes and is not equivalent to CHCECE003 Provide care for children and CHCECE005 Provide care for babies and toddlers.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE032 Nurture babies and toddlers

Modification History

Release 1. CHCECE032 Nurture babies and toddlers supersedes and is not equivalent to CHCECE003 Provide care for children and CHCECE005 Provide care for babies and toddlers.

Performance Evidence

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

complete each of the following at least once with two different babies under 12 months of age in a safe environment, using age-appropriate verbal and non-verbal communication and according to service and regulatory requirements:

change nappies

prepare bottle, bottle feed babies and clean equipment

prepare solid food and feed babies

respond appropriately to baby signs and cues

prepare and settle babies for sleep

monitor and encourage age-appropriate physical exploration and gross motor skills

complete each of the following at least once with two different toddlers aged between 13 and 23 months in a safe environment, using age-appropriate verbal and non-verbal communication and according to service and regulatory requirements:

assist toddlers with toileting

assist toddlers during mealtimes

respond appropriately to toddler signs and cues

prepare and settle toddlers for sleep

monitor and encourage age-appropriate physical exploration and gross motor skills

document and reflect on the ways in which relationships are developed between educators and babies/toddlers in the workplace to support:

own relationships with babies/toddlers

other educator relationships with babies/toddlers

perform the activities outlined in the performance criteria of this unit during a period of at least 160 hours of work in a regulated children’s education and care service in Australia.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the National Quality Standard and related regulations and laws applicable to this unit including:

children’s health and safety

relationships with children

recommendations of the Australian 24-Hour Movement Guidelines for the Early Years (birth to 5 years)

concepts of the current National Health and Medical Research Council ‘Staying Healthy’ guidelines relevant to babies and toddlers

service standards, policies and procedures for:

children’s health and safety

relationships with children

basic premise and key aspects of attachment theories:

links between attachment and brain development

significance of strong, secure attachments to one or more significant adults

how lack of attachment can impact on development

features of effective communication with families of babies and toddlers of different ages

individual patterns and routines of babies and toddlers and how these may be impacted by different practices and routines used by various families and their underlying cultural or personal rationale

techniques and opportunities for communication that supports learning, development and wellbeing:

repeating words, sounds and gestures that children use

describing objects or events

talking about routine activities

initiating and building on one-to-one interactions

offering relaxed physical contact

responding positively to exploratory behaviour.

use of comfort items from home in the care of babies and toddlers

stages of development in babies and toddlers, key milestones and how these may vary across individuals and why:

cognitive

emotional

language

physical

social

basic aspects of current and emerging research about brain development of babies and toddlers

safe sleep practices, specifically in relation to:

clothing

hygiene and safety standards for cots and bedding

sleep positions

sudden and unexpected death in infancy

sleep patterns of babies and toddlers, and individual variations:

duration

timing

rituals

considerations when caring for multiple babies

appropriate and sensitive nappy changing and toileting routines and procedures

nutritional needs of babies and toddlers as outlined in current National Health and Medical Research Council Infant Feeding Guidelines

recommendations for oral health

appropriate interactions with babies and toddlers at different ages

cues and signs provided by babies and toddlers and ways to respond

hygiene and infection control regulations and procedures, including hand hygiene and when and how this must be done

how to manage risk in situations involving food allergies

procedures for formula, breast milk and other pre-prepared food:

storage

preparation

provision to babies and toddlers

possible parental involvement in feeding and how this can be supported by the educator:

breastfeeding

provision of prepared food or drinks

parental direction regarding feeding

other types of involvement

safe and unsafe practices for working with babies and toddlers:

how to safely pick up and hold babies and toddlers of different ages

hazards

what makes a safe environment.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

the following aspects of performance evidence must be directly observed by the assessor on at least one occasion:

change nappies

assist toddlers with toileting

prepare bottle, bottle feed babies and clean equipment

prepare pre-made solid food and feed babies

assist toddlers during mealtimes

respond appropriately to baby and toddler signs and cues

prepare and settle babies and toddlers for sleep

monitor and encourage age-appropriate physical exploration and gross motor skills - rolling over, sitting, crawling and walking

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence

interactions with babies and toddlers must be supervised by an approved early childhood educator.

Skills related to reflection and documentation may be demonstrated outside of the service but must be based on work in a regulated children’s education and care service in Australia.

Where there is documented evidence that the service does not permit performance of any of the above skills by individuals who are not staff members, those skills may be demonstrated in a simulated environment, but must involve a real baby or toddler.

Where there is documented evidence that the service does not permit nappy changing or assistance with toileting by individuals who are not staff members, these skills may be demonstrated through simulated activities and scenarios without involvement of a real baby or toddler. However, all aspects of the process must be clearly demonstrated for assessment.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Assessment must ensure access to:

areas for:

eating

food preparation

sleeping

playing

bathroom equipped with age-adjusted toileting equipment

equipment for:

eating:

bottles

solid food

heating equipment

utensils

high chairs

bibs

nappy changing:

nappies

wipes

change table

receptacle

ointments / creams

gloves

nappy bags

paper towel

hand washing facilities

play:

appropriate toys

sleeping:

cots and bedding

relevant aspects of National Quality Framework:

Education and Care Services National Regulations

National Quality Standard

service standards, policies and procedures for:

children’s health and safety

relationships with children

educators for collaboration

babies and toddlers under the age of 23 months in a regulated children’s education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE033 Develop positive and respectful relationships with children

Modification History

Release 1. CHCECE033 Develop positive and respectful relationships with children supersedes and is not equivalent to CHCECE006 Support behaviour of children and young people, CHCECE007 Develop positive and respectful relationships with children and CHCECE022 Promote children’s agency.

Application

This unit describes the performance outcomes, skills and knowledge required to communicate and interact respectfully with children and to guide their behaviours in ways that support their agency, positive sense of self and self-regulation.

This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Interact positively with children.	1.1. Respond sensitively and respectfully to all children’s efforts to communicate. 1.2. Engage in sustained conversations with individual children about things that interest the child and encourage them to share their stories and ideas. 1.3. Communicate during practical tasks in ways that help create a relaxed and unhurried routine. 1.4. Participate in children’s play and use children’s cues to guide the level and type of involvement. 1.5. Model positive interactions with others.
2. Support and respect children.	2.1. Implement practices that empower children to exercise their right to be active participants in their own lives. 2.2. Organise spaces, resources and routines within scope of own responsibility that reduce the potential for children’s stress or frustration and increase their ability to have agency and be decision makers. 2.3. Support practices and routines that honour children, their family and the community context. 2.4. Show genuine interest in, understanding of, and respect for all children. 2.5. Comfort children who cry or show signs of distress in ways appropriate for individual children. 2.6. Respond positively to varying abilities and confidence levels and acknowledge children’s efforts and achievements. 2.7. Support children to recognise and label their range of emotions. 2.8. Model self-regulation through gentle and calm behaviour and provide reassurance when children express distress, frustration or anger. 2.9. Support children’s agency to make choices and experience natural consequences.
3. Identify factors that influence behaviour of individuals.	3.1. Identify factors of the social and physical environments of the child’s home and community which may impact on the child’s behaviour. 3.2. Gather information about aspects of the child’s social and physical education and care environment to facilitate understanding of the child’s behaviour. 3.3. Assess the child’s individual stage of development, temperament and personality to facilitate understanding of the child’s behaviour. 3.4. Reflect on own pedagogical practices and identify how they may influence behaviours. 3.5. Use information collected to inform a holistic understanding of the child’s behaviour.
4. Identify factors that influence group dynamics.	4.1. Observe interaction and behaviour patterns of children in groups. 4.2. Identify gendered behaviour influences on group dynamics. 4.3. Encourage positive relationship building between children.
5. Support the development of pro-social behaviours.	5.1. Guide children’s behaviour in ways that promote self-regulation and preserve and promote children’s self-esteem and wellbeing. 5.2. Communicate expectations for behaviour based on service policies in ways that children will understand. 5.3. Involve children in developmentally appropriate ways when agreeing expectations of behaviour. 5.4. Provide instructions and guidance in a positive and supportive manner. 5.5. Acknowledge children’s positive choices and use clear verbal and non-verbal communication when children make positive choices. 5.6. Use positive language, gestures, facial expressions and tone of voice when redirecting or discussing children’s behaviour with them. 5.7. Use appropriate strategies to redirect behaviour and defuse situations of conflict or stress. 5.8. Identify situations where children may need additional support and seek guidance from relevant supervisor.
6. Reflect on relationships with children.	6.1. Identify ways of developing positive relationships through review of own experiences and observation of others in the workplace. 6.2. Identify opportunities to enhance own skills through reflection, and develop actions with guidance from supervisor.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding interact and engage with children to build rapport.
Initiative and enterprise skills to:	determine appropriate strategies to support children’s individual needs.
Self-management skills to:	proactively seek opportunities to improve own work practice and conduct.

Unit Mapping Information

Release 1. CHCECE033 Develop positive and respectful relationships with children supersedes and is not equivalent to CHCECE006 Support behaviour of children and young people, CHCECE007 Develop positive and respectful relationships with children and CHCECE022 Promote children’s agency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE033 Develop positive and respectful relationships with children

Modification History

Release 1. CHCECE033 Develop positive and respectful relationships with children supersedes and is not equivalent to CHCECE006 Support behaviour of children and young people, CHCECE007 Develop positive and respectful relationships with children and CHCECE022 Promote children’s agency.

Performance Evidence

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

communicate positively and respectfully during interactions with children between the ages of birth and 6 years that collectively include each of the following at least once:

group interactions

mealtimes

play opportunities

physical care routines

sustained individual interaction

situation where child is reluctant to participate

situation of conflict

times of transition – at least one of the following:

from one activity to another

from one location to another

during arrival at the service

document and reflect on observations about the ways in which relationships are developed in the workplace:

own relationships with children

other educator relationships with children

child to child relationships

perform the activities outlined in the performance criteria of this unit during a period of at least 160 hours of work in a regulated children’s education and care service in Australia.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the National Quality Standard and related regulations and laws applicable to this unit, including:

relationships with children

partnerships with families and community development factors relevant to communication with children in early childhood

the reasons why it is important for children to have positive and respectful relationships

the features of positive and respectful relationships and how educators support these through:

demonstrating sensitivity and initiating warm, trusting and reciprocal relationships with children and their families

supporting families’ choices and decision making

ensuring that children experience safe and stimulating learning environments

helping children to establish secure attachments and develop self-regulation

developing learning programs that are responsive to each child and build on their culture, strengths, interests and knowledge

supporting shared sustained thinking

listening to, hearing and respecting the views and feelings of each child

recognising when a child learns something significant and applying this knowledge to strengthen learning relationships

recognising and deepening children’s understanding about other people and cultures and how values and beliefs influence their own world view

demonstrating respect and understanding of the views of other professionals and families when communicating and interacting across cultures

children’s emotional development:

brain development and its role in emotional development of children

labels for emotions felt or displayed

development of pro-social skills

self-regulation of emotions

basic aspects of positive communication models

communication techniques and their specific application to communication with children in early childhood:

active listening

questioning

verbal

non-verbal

how individual educator cultural beliefs and practices may influence communication with children

techniques to guide children’s behaviour using a strengths-based approach

the factors that influence children’s behaviour

impact of group dynamics on childrens’ behaviour

how to recognise situations where further support or intervention may be required

principles of inclusiveness, diversity, equity and access in children’s education and care

techniques for building children’s resilience.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

the following aspects of performance evidence must be directly observed by the assessor on at least one occasion each:

communicate positively and respectfully during interactions with children between the ages of birth and 6 years that collectively include:

group interactions

play opportunities

physical care routines

sustained individual interaction

times of transition – at least one of the following:

from one activity to another

from one location to another

during arrival at the service

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence

interactions with children must be supervised by an approved early childhood educator.

Skills related to reflection and documentation may be demonstrated outside of the service and may include experiences from work in non-regulated children’s education and care environments.

Assessment must ensure access to:

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service policies and procedures for relationships with children

educators and supervisor for guidance and collaboration

children up to 6 years of age in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE034 Use an approved learning framework to guide practice

Modification History

Release 1. CHCECE034 Use an approved learning framework to guide practice supersedes and is not equivalent to CHCECE009 Use an approved learning framework to guide practice.

Application

This unit describes the performance outcomes, skills and knowledge required to source and use an approved childhood learning framework.

This unit applies to educators who support children’s learning according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify learning frameworks.	1.1. Investigate the function of a learning framework in the context of children’s education and care. 1.2. Determine the approved learning framework that applies to the service. 1.3. Source and correctly interpret information on content of the relevant framework. 1.4. Clarify the relationship between the framework and other aspects of relevant law and regulations.
2. Apply the learning framework.	2.1. Determine how the framework is applied to support educators’ practice. 2.2. Use the framework to support children’s learning, development and wellbeing.
3. Reflect on use of the learning framework.	3.1. Identify situations where use of the framework positively supports children’s learning. 3.2. Use positive examples from own experience and workplace observation as the basis for development of own practice. 3.3. Identify opportunities to enhance own skills through reflection, and develop actions with supervisor.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret relevant learning framework.
Learning skills to:	locate relevant information regarding learning frameworks.
Self-management skills to:	proactively seek opportunities to improve own work practice and conduct.
Technology skills to:	research information about learning frameworks using digital media.

Unit Mapping Information

Release 1. CHCECE034 Use an approved learning framework to guide practice supersedes and is not equivalent to CHCECE009 Use an approved learning framework to guide practice.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE034 Use an approved learning framework to guide practice

Modification History

Release 1. CHCECE034 Use an approved learning framework to guide practice supersedes and is not equivalent to CHCECE009 Use an approved learning framework to guide practice.

Performance Evidence

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

participate in the implementation of an approved learning framework:

explain how the vision, principles and practices of the approved learning framework are demonstrated in the service

investigate and document at least one example of how each of the following aspects of the approved learning framework is reflected in the service:

vision

principles

practices

document own involvement in at least three examples of practice that support the implementation of the approved framework in the service

reflect on use of the approved framework in the service and discuss the reflection process and outcome with a workplace or learning supervisor on two occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

the approved learning frameworks currently used in Australia

for the relevant approved learning framework:

overall vision and pedagogy

principles

practices

learning outcomes

key stakeholders in the implementation of the approved learning framework and key features of collaborative practice

the different ways in which the learning framework can be integrated into all aspects of the curriculum:

daily practice

experiences

routines

reflective practice:

what is reflection

why and how educators use reflection

what makes for meaningful reflection

service standards, policies and procedures for educational program and practice.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

interactions with children must be supervised by an approved early childhood educator.

Skills related to the research, documentation and review aspects of performance may be demonstrated outside of the service but must be based on work in a regulated children’s education and care service in Australia.

Assessment must ensure access to:

information technology for research

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for educational program and practice

educators and supervisor for guidance and collaboration

children in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE035 Support the holistic learning and development of children

Modification History

Release 1. CHCECE035 Support the holistic learning and development of children supersedes and is equivalent to CHCECE010 Support the holistic development of children in early childhood and is not equivalent to CHCECE022 Promote children’s agency.

Application

This unit describes the performance outcomes, skills and knowledge to recognise and support the interrelationship between the physical, social, emotional, cognitive and communication development of children.

This unit applies to educators who support children’s learning and development according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Support physical development.	1.1. Identify and use opportunities to support the emerging physical skills of individual children. 1.2. Use daily routines as opportunities to support children to acquire and practise skills. 1.3. Select and arrange equipment that will develop fundamental movement skills, fine and gross motor skills. 1.4. Encourage challenge, choice and spontaneity in physically active play. 1.5. Support children to take increasing responsibility for their own health and wellbeing through positive communication and information sharing.
2. Support social development.	2.1. Encourage children to engage in play and social experiences with other children. 2.2. Provide developmentally appropriate support and information that helps children understand and accept responsibility for their own actions. 2.3. Provide opportunities for one-to-one and large and small group interactions. 2.4. Model care, empathy and respect for children, educators and families. 2.5. Support children when they are having difficulty understanding or communicating with each other. 2.6. Model language that children can use to express ideas, negotiate roles and collaborate to achieve goals. 2.7. Use communication and modelling that encourages children to respect and value each other’s individual differences.
3. Support emotional development.	3.1. Provide children with strategies to make informed choices about their behaviours appropriate to their level of understanding. 3.2. Assist and encourage children to experience pride and confidence in their achievements. 3.3. Provide acknowledgement and support if a child experiences frustration and encourage children to see mistakes as an opportunity to learn. 3.4. Assist children to identify physiological responses to situations and express and regulate feelings appropriately through modelling and guidance. 3.5. Assist children to develop empathy through identifying and responding to emotions in other people. 3.6. Support and encourage children to persevere with challenges to assist in building resilience. 3.7. Share children’s successes with families in informal and formal ways.
4. Support cognitive development.	4.1. Select materials, resources, technologies and experiences that support exploration and problem-solving. 4.2. Provide opportunities that encourage exploration of children’s concepts and ideas. 4.3. Extend children’s thinking by engaging them in sustained shared conversations.
5. Support communication development.	5.1. Value the child’s linguistic heritage and encourage the use and acquisition of home languages. 5.2. Select, read and tell developmentally appropriate stories. 5.3. Use props to stimulate children’s enjoyment of language and literature. 5.4. Ask and answer questions during the reading and discussion of books or other text. 5.5. Provide meaningful opportunities for children to develop pre-writing skills. 5.6. Model and encourage two-way communication through questions and careful listening. 5.7. Draw children’s attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sounds. 5.8. Provide opportunities for group discussions and exchange of views between children. 5.9. Model language and encourage children to express themselves through language in different contexts and for different purposes.
6. Support holistic learning and development.	6.1. Recognise and promote opportunities for development in multiple areas. 6.2. Intentionally scaffold children’s learning to foster development. 6.3. Select and use resources and materials that offer integrated opportunities for challenge, curiosity and discovery. 6.4. Arrange the environment to encourage interactions between children, as well as accommodating the child’s need for privacy, solitude or quiet. 6.5. Respond to spontaneous teachable moments as they occur and use them to enhance children’s learning. 6.6. Support collaboration with colleagues through sharing and seeking of information.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding and extend learning interact and engage with children to build rapport and extend learning.
Problem-solving skills to:	provide support to children and determine methods to appropriately scaffold their learning according to their individual ability.
Initiative and enterprise skills to:	use appropriate support strategies when opportunities arise.

Unit Mapping Information

Release 1. CHCECE035 Support the holistic learning and development of children supersedes and is equivalent to CHCECE010 Support the holistic development of children in early childhood and is not equivalent to CHCECE022 Promote children’s agency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE035 Support the holistic learning and development of children

Modification History

Release 1. CHCECE035 Support the holistic learning and development of children supersedes and is equivalent to CHCECE010 Support the holistic development of children in early childhood and is not equivalent to CHCECE022 Promote children’s agency.

Performance Evidence

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

support the holistic learning and development of two children of different ages by creating and implementing experiences that collectively provide opportunities for development in the following areas:

physical

social

emotional

cognitive

communication

perform the activities outlined in the performance criteria of this unit during a period of at least 160 hours of work in a regulated children’s education and care service in Australia.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the National Quality Standard and related regulations and laws applicable to this unit including:

children’s health and safety

educational program and practice

physical environment

relationships with children

how childhood development links to the learning framework used in the service

authoritative and credible sources of information about childhood development, including the Australian Early Development Census

importance of curiosity and discovery as positive learning dispositions

child development theory:

early brain development and importance for future educational success

major developmental milestones from birth to 6 years:

cognitive

communication

emotional

physical

social

how the different developmental domains are interrelated and how this informs a holistic approach

influences on development

variations in development

development in the context of inclusive practice

other theories of early childhood learning

physiological responses experienced by children when responding to situations:

crying

tension

increased heart rate

shortness of breath

principles of literacy development:

learning sounds, words and language

patterns of repetition

rhyming and mimicking

pre-reading skills

early writing skills

aspects and impacts of the following in early childhood development:

poor diet

lack of play

limited stimulation of brain development

lack of materials and resources

inconsistent or non-existent emotional support or comfort

trauma

child abuse

family violence

other life experiences which interrupt appropriate childhood activities, and their potential long-term harmful impacts

the curriculum planning cycle and process and how it is based on child development

strategies used in children’s education and care to support children’s development across all the developmental domains

symbol systems:

letters

numbers

time

money

musical notation

service standards, policies and procedures for:

children’s health and safety

educational program and practice

physical environment

relationships with children.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

interactions with children must be supervised by an approved early childhood educator.

Assessment must ensure access to:

curriculum documentation

resources that support the specific play and learning experiences covering all developmental domains

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for:

children’s health and safety

educational program and practice

physical environment

relationships with children

educators for guidance and collaboration

children in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE036 Provide experiences to support children's play and learning

Modification History

Release 1. CHCECE036 Provide experiences to support children's play and learning supersedes and is not equivalent to CHCECE011 Provide experiences to support children’s play and learning and CHCECE022 Promote children’s agency.

Application

This unit describes the performance outcomes, skills and knowledge required to set up, support and review experiences for children’s play and learning.

This unit applies to educators who support children’s learning according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Create environments for play.	1.1. Select and set up areas, resources and materials that suit different kinds of play according to service curriculum and safety procedures. 1.2. Incorporate the use of real, natural and recycled materials in play environments. 1.3. Use teamwork and collaboration with other educators as a way of enhancing play experiences. 1.4. Identify and use information from observations and reflection to inform play opportunities. 1.5. Support unhurried opportunities for play by organising and allowing sufficient time.
2. Support children’s agency through play and learning.	2.1. Initiate play with children or follow their lead based on the type of activity and the needs and preferences of individual children. 2.2. Recognise and respond to opportunities to engage children in developmentally appropriate discussion about their play and learning. 2.3. Use routines to undertake intentional teaching and recognise opportunities for spontaneous learning consistent with the learning framework. 2.4. Prompt extensions of play through flexible use of experiences, resources and materials. 2.5. Assist children to participate in a variety of experiences and support them to choose those which support their creativity, competency and confidence. 2.6. Encourage participation where an experience is new or unknown. 2.7. Demonstrate respect for children’s choice not to participate. 2.8. Respond to children’s engagement with play environments in ways that encourage each child to remain interested and challenged. 2.9. Interact with children showing enthusiasm, playfulness and enjoyment.
3. Review and evaluate play opportunities.	3.1. Holistically evaluate the implementation of play and learning opportunities. 3.2. Reflect on children’s play experience to identify learning and development outcomes. 3.3. Analyse outcomes to identify opportunities for further learning and development. 3.4. Identify role of the educator in children’s play and learning through reflection on own pedagogical practices.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret service policies and procedures interpret the learning framework, service curriculum and documented observations about children.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding interact and engage with children to build rapport provide accurate detail of observations to colleagues.
Initiative and enterprise skills to:	determine appropriate strategies to support children’s individual needs.

Unit Mapping Information

Release 1. CHCECE036 Provide experiences to support children's play and learning supersedes and is not equivalent to CHCECE011 Provide experiences to support children’s play and learning and CHCECE022 Promote children’s agency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE036 Provide experiences to support children's play and learning

Modification History

Release 1. CHCECE036 Provide experiences to support children's play and learning supersedes and is not equivalent to CHCECE011 Provide experiences to support children’s play and learning and CHCECE022 Promote children’s agency.

Performance Evidence

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

set up and support play and learning opportunities according to service guidelines that include at least:

three indoor experiences

three outdoor experiences

across the above play and learning opportunities, set up and support:

one group experience

one individual experience

one experience that is run over multiple days

at least two experiences for children aged birth to 23 months

at least two experiences for children aged between two and six years of age

use reflection to evaluate and document play experiences and discuss the reflection process and outcome with a workplace or learning supervisor on two occasions

perform the activities outlined in the performance criteria of this unit during a period of at least 160 hours of work in a regulated children’s education and care service in Australia.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:

children’s health and safety

educational program and practice

physical environment

relationships with children

play:

the history of play and childhood

the nature of play across cultures

features and role of play-based pedagogy and why it is important

what represents a quality play opportunity

the UN Convention on the Rights of the Child

Article 31

learning and development:

how children learn

different learning styles

differences between play-based learning and free play

theories of play and learning and their application to early childhood

stages of play

imaginative play

creative play

practices to support children’s agency

environments, resources and materials that suit different types of play:

individual

group

indoor

outdoor

play supporting fundamental movement skills

how to set up play areas that are:

safe

non-threatening

stimulating

challenging

culturally appropriate

promoting a sense of creativity in children

promoting a sense of belonging and inclusion

methods used to evaluate implementation of play experiences

how to adapt play for differing interests, ages and abilities

ways to encourage and engage children in play activities

reflective practice:

what is reflection

why and how educators use reflection

what makes for meaningful reflection

the interrelationship between play and safety, and measures to minimise risks for children and others

service standards, policies and procedures for:

children’s health and safety

educational program and practice

physical environment

relationships with children.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

the following aspects of performance evidence must be directly observed by the assessor on at least one occasion:

set up and support of one indoor experience

set up and support of one outdoor experience

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence

interactions with children must be supervised by an approved early childhood educator.

Skills related to reflection and documentation may be demonstrated outside of the service and but must be based on work in a regulated children’s education and care service in Australia.

Assessment must ensure access to:

an indoor environment

an outdoor environment

curriculum documentation

resources that support the specific play and learning experiences

National Quality Framework:

National Quality Standard

the relevant approved learning framework

the UN Convention on the Rights of the Child

Article 31

service standards, policies and procedures for:

children’s health and safety

educational program and practice

physical environment

relationships with children

educators and supervisor for guidance and collaboration

children between the ages of birth and six years as specified in the Performance Evidence in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE037 Support children to connect with the natural environment

Modification History

Release 1. CHCECE037 Support children to connect with the natural environment supersedes and is not equivalent to CHCECE012 Support children to connect with their world.

Application

This unit describes the performance outcomes, skills and knowledge required to support and encourage children’s connection with the natural environment.

This unit applies to educators who contribute to the curriculum planning process under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Support children to develop an understanding of the natural environment.	1.1. Identify and use opportunities to discuss with children the natural environment and the interdependence between people, plants, animals and the land. 1.2. Model respect, care and appreciation for both natural and constructed environments. 1.3. Provide children with information and access to resources about the environment and the impact of activities on natural environments. 1.4. Identify Aboriginal and/or Torres Strait Islander peoples’ connection with and use of the natural environment.
2. Develop children’s appreciation of the natural environment.	2.1. Promote the use of natural and recycled materials in learning environments according to service policies and procedures and the needs of particular experiences. 2.2. Provide children with opportunities to explore the natural and constructed environment and their local community.
3. Enhance children’s engagement with the natural environment.	3.1. Identify opportunities for children to reduce their impact on the natural environment. 3.2. Support children to demonstrate respect for the natural environment. 3.3. Provide children with opportunities to experience the growth and care of living things.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	interact and engage with children to build rapport build children’s skills through intentional teaching and use of open ended questions.
Initiative and enterprise skills to:	determine suitable sources of information about the natural environment.
Technology skills to:	research information about the natural environment using digital media.

Unit Mapping Information

Release 1. CHCECE037 Support children to connect with the natural environment supersedes and is not equivalent to CHCECE012 Support children to connect with their world.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE037 Support children to connect with the natural environment

Modification History

Release 1. CHCECE037 Support children to connect with the natural environment supersedes and is not equivalent to CHCECE012 Support children to connect with their world.

Performance Evidence

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

on three occasions support children’s knowledge, appreciation and understanding of the natural environment. At least one of these occasions must involve Aboriginal and/or Torres Strait Islander peoples’ use of the natural environment

plan and implement two opportunities that encourage children to engage positively with the natural environment, using one indoor and one outdoor opportunity.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:

physical environment

relationships with children

the importance of the natural environment:

plants

animals, including insects

physical landscapes and environments

Aboriginal and/or Torres Strait Islander peoples’ connections with and knowledge of the natural world

benefits of nature play:

child development

physical and mental health

social and emotional learning

implications of non-exposure to nature

ways to encourage children to respect the natural environment:

in play and learning experiences

in practical routines

service standards, policies and procedures for:

physical environment

relationships with children.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

activities where children engage with the natural environment as outlined in the Performance Evidence must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence

interactions with children must be supervised by an approved early childhood educator.

Assessment must ensure access to:

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for:

physical environment

relationships with children

children in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE038 Observe children to inform practice

Modification History

Release 1. CHCECE038 Observe children to inform practice supersedes and is equivalent to CHCECE013 Use information about children to inform practice.

Application

This unit describes the performance outcomes, skills and knowledge required to identify and gather information about children from observation and other sources as part of a collaborative process and as a basis for curriculum planning.

This unit applies to educators who contribute to the curriculum planning process under the guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Observe and interact with children.	1.1. Identify children’s interests, ideas, knowledge, skills and strengths based on observation and interactions. 1.2. Investigate and understand a range of observation techniques and their application in the workplace. 1.3. Seek guidance from colleagues about observation tools and processes. 1.4. Select appropriate observation technique according to the context of the observation.
2. Seek information from secondary sources.	2.1. Use information from children’s records and family to assist in curriculum planning. 2.2. Collaborate with others to collect information about each child’s needs, interests, skills and cultural practices.
3. Record and communicate information.	3.1. Observe the child and accurately record meaningful information according to service policies and procedures. 3.2. Discuss information gathered with relevant people to inform planning. 3.3. Discuss and record information in ways that are free from bias and negative labelling of children.
4. Analyse and interpret information and observations.	4.1. Reflect on information gathered from observations and secondary sources. 4.2. Identify and use opportunities to discuss reflections with colleagues and gain their perspectives. 4.3. Identify learning and development aspects of the child based on gathered information. 4.4. Determine and document links to the approved learning framework.
5. Contribute to curriculum planning.	5.1. Use information gathered and own reflections about the child to contribute to the planning of programs that promote children’s learning, development and wellbeing. 5.2. Use information gathered about the child to support interactions that are responsive and respectful of individual needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret service policies and procedures interpret children’s records.
Writing skills to:	record information and observations according to service procedures.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding interact and engage with children and families to build rapport.
Initiative and enterprise skills to:	determine appropriate strategies to support children’s individual needs identify and evaluate relevance of various sources of information for curriculum planning.
Technology skills to:	record information according to service policies and procedures using digital media.

Unit Mapping Information

Release 1. CHCECE038 Observe children to inform practice supersedes and is equivalent to CHCECE013 Use information about children to inform practice.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE038 Observe children to inform practice

Modification History

Release 1. CHCECE038 Observe children to inform practice supersedes and is equivalent to CHCECE013 Use information about children to inform practice.

Performance Evidence

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

gather, document, reflect on, and use information about three different children between the ages of birth and six years, one of whom must be under 23 months, to inform curriculum planning for each of the three children

when completing the above tasks, for each child:

gather information using at least three different observation techniques

use at least two secondary sources

communicate a perspective about:

aspects of child’s development

individual interests and learning

explain links to approved learning framework.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the following National Quality Standard and related regulations and laws applicable to this unit, including:

collaborative partnerships with families and communities

educational program and practice

relationships with children

stages of child development and how they are used in curriculum planning

stages of the curriculum planning cycle:

gathering information

questioning and analysing information

planning

implementation

review and reflection

key considerations for collecting information:

confidentiality and privacy requirements

changes in child or family circumstance

what information is important and why

different types of information – primary and secondary sources

importance of using a strengths-based approach to children’s learning and development

communication techniques for:

collaboration

questioning

ways of gathering information and who may be involved

range of observation techniques

appropriate application of different techniques

stakeholders

children

family

educators

carers and significant adults

community

other relevant professionals

how to make and document meaningful observations:

subjective vs objective language

avoidance of labelling

past and present tense

avoidance of bias

ways of questioning and reviewing information to gain better understanding of children’s needs and learning opportunities

how individual educators can contribute to the planning stage based on information collected

reflective practice:

what is reflection

why and how educators use reflection

what is meaningful reflection

service standards, policies and procedures for:

collaborative partnerships with families and communities

educational program and practice

relationships with children.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

performance evidence may be collected through authenticated third-party reports

third-party reports must be supplemented by other forms of evidence

interactions with children must be supervised by an approved early childhood educator.

Assessment must ensure access to:

observation-recording tools

children’s records (real or simulated)

information technology for recording information

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for:

collaborative partnerships with families and communities

educational program and practice

relationships with children

educators for guidance and collaboration

children between the ages of birth and six years in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE039 Comply with family day care administration requirements

Modification History

Release 1. CHCECE039 Comply with family day care administration requirements supersedes and is equivalent to CHCECE014 Comply with family day care administration requirements.

Application

This unit describes the performance outcomes, skills and knowledge required to comply with the administrative tasks established for family day care operations.

This unit applies to educators who offer family day care services under the auspices of an approved family day care coordination unit in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Early Childhood Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Complete service administration.	1.1. Read and correctly interpret the administration practices and requirements of the Family Day Care coordination unit. 1.2. Follow organisational processes to update the coordination unit regarding changes to families’ contact details and care requirements. 1.3. Provide administrative, policy and procedural information to parents according to organisational and legislative requirements. 1.4. Communicate leave and alternative care arrangements to families according to required timelines. 1.5. Monitor the number of children in care according to legislative requirements. 1.6. Maintain records in a secure and confidential manner.
2. Record information using appropriate forms.	2.1. Gather and complete receipts and timesheets according to approved coordination unit procedures. 2.2. Clearly and accurately communicate service costs, availability and care arrangements for families according to legislative requirements. 2.3. Accurately complete attendance records and practices for arrival and departure of a child. 2.4. Accurately record information by using standard forms to record all required information.
3. Follow organisational requirements for taxation and insurance.	3.1. Keep receipts and calculate and record details to meet audit and taxation requirements. 3.2. Plan a schedule that ensures timely taxation payments. 3.3. Provide details of insurance coverage required for the home-based childcare business as defined by legislation and regulations.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record information according to organisational policies and procedures.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding.
Numeracy skills to:	perform basic business calculations.
Initiative and enterprise skills to:	determine and use appropriate template for reporting, according to organisational policies and procedures.
Technology skills to:	complete and submit documentation using digital media.

Unit Mapping Information

Release 1. CHCECE039 Comply with family day care administration requirements supersedes and is equivalent to CHCECE014 Comply with family day care administration requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE039 Comply with family day care administration requirements

Modification History

Release 1. CHCECE039 Comply with family day care administration requirements supersedes and is equivalent to CHCECE014 Comply with family day care administration requirements.

Performance Evidence

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

meet all family day care administrative requirements across two reporting periods.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role of the coordination unit in family day care and relationship with individual providers

administration requirements for family day care in relation to:

types of information to be collected about children:

contact details

parent or carer consents

emergency information

child health

reporting requirements and formats

family fee subsidies

privacy and confidentiality requirements

small business operation obligations in relation to:

legal and regulatory requirements

financial requirements

taxation requirements

insurance requirements

risk management

work, health and safety

organisational standards, policies and procedures.

Assessment Conditions

Skills may be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Assessment must ensure access to:

information technology for determining requirements and completing documentation

documentation templates of the coordination unit

regulatory requirements for family day care administration

National Quality Framework:

Education and Care Services National Regulations

National Quality Standard.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE040 Attend to daily functions in home-based child care

Modification History

Release 1. CHCECE040 Attend to daily functions in home-based child care supersedes and is equivalent to CHCECE015 Attend to daily functions in home based child care.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, provide, and review care with families. It requires the ability to respond to unexpected situations often encountered in this context.

This unit applies to those providing home-based care who work independently. This may include nannies, governesses, home tutors or home helps.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Clarify and plan for daily functions related to the provision of care.	1.1. Gather information from primary carer(s) about the home-based care to be provided. 1.2. Work in consultation with families about the expectations and limitations of the home-based care role. 1.3. Identify specific needs of children and develop plan to accommodate these needs in collaboration with primary carer(s). 1.4. Clarify with primary carer(s) the processes by which concerns about care provisions or plans can be reviewed or renegotiated.
2. Attend to agreed daily functions of home-based care.	2.1. Attend to developmental needs of children within scope of home-based care practice and standards. 2.2. Support the health and safety of children in provision of all home-based care. 2.3. Follow agreed processes, policies or standards for reporting health and safety concerns of children in home-based care. 2.4. Use strategies that support the family’s cultural, spiritual and value base when caring for the child. 2.5. Respect and ensure confidentiality of family information accessed as part of job role and within provisions of legislation and duty of care.
3. Respond to unexpected changes in home-based care.	3.1. Work in consultation with primary carer(s) about provision for unforeseen circumstances that may occur in home-based care. 3.2. Discuss, clarify and document changes to expected daily tasks, to address unexpected circumstances and ensure best possible outcomes for the child. 3.3. Communicate inability to attend to daily functions to child’s primary carer(s) to provide opportunity for alternative arrangements. 3.4. Communicate promptly to primary carer(s) any emergency situations relating to changes to home-based care arrangements.
4. Review daily care functions.	4.1. Conduct a daily review of intended care functions and make variations according to the needs of the child and in consultation with the primary carer(s). 4.2. Modify home-based care experiences to incorporate information gained from regular consultations with primary carer(s). 4.3. Communicate regularly with primary carer(s) about relevant issues or needs of children in home-based care environment.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	accurately record information.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding interact and engage with children and families to build rapport.
Problem-solving skills to:	identify issues in relation to scheduling of care arrangements and determine actions to address them.
Initiative and enterprise skills to:	determine methods of relaying information in a culturally appropriate manner use appropriate support strategies when opportunities arise.
to:Self-management skills to:	interpret information from written and/or verbal directions and action appropriately.
Technology skills to:	access and record activities, routines and schedules using digital media.

Unit Mapping Information

Release 1. CHCECE040 Attend to daily functions in home-based child care supersedes and is equivalent to CHCECE015 Attend to daily functions in home based child care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE040 Attend to daily functions in home-based child care

Modification History

Release 1. CHCECE040 Attend to daily functions in home-based child care supersedes and is equivalent to CHCECE015 Attend to daily functions in home based child care.

Performance Evidence

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

plan for and provide care to at least two children up to 12 years of age

respond appropriately to three different unexpected circumstances in home-based care

review and modify at least one program in consultation with carer(s) or family.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

the home-based child care role, its expectations and limitations

matching of care practices to family values and beliefs

legislation and regulations relevant to the home-based care environment:

behaviour support procedures

confidentiality

insurances

obligations under child protection legislation

organisational policies and procedures

work health and safety regulations

developmental stages of babies and children

safety issues and risk management strategies for children’s health and safety:

meal preparation and provisions based on national guidelines for nutrition of children and adolescents

contingency management processes

excursions and travel situations

outdoor and indoor play areas.

health and safety issues associated with the care of children, how these are managed and how to assess for risks and hazards:

clothing safety and suitability

hygiene

personal health

medical conditions and their signs, symptoms and characteristics:

allergy and anaphylaxis and how to use an adrenalin auto injector

asthma

play areas

toys and equipment

sleep and rest:

children’s requirements:

babies

toddlers

basic home fire safety including high-risk groups, behaviour that contributes to fire injury and fatalities, and smoke alarm placement, installation and maintenance

techniques for dealing with unexpected changes to requirements.

Assessment Conditions

Skills must be demonstrated in the workplace.

Skills related to responding to unexpected circumstances may be demonstrated through simulated activities and scenarios.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Assessment must ensure access to:

a home environment

information technology for planning and communication

primary carer(s)

children up to 12 years of age.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE041 Maintain a safe and healthy environment for children

Modification History

Release 1. CHCECE041 Maintain a safe and healthy environment for children supersedes and is not equivalent to CHCECE016 Establish and maintain a safe and healthy environment for children.

Application

The unit describes the performance outcomes, skills and knowledge to monitor and maintain health and safety in the areas of individual health, hygiene, infectious disease, supervision, risk management, incident and emergency management. It includes the ability to contribute to the ongoing improvement of workplace health and safety policies and procedures.

This unit applies to educators who implement and monitor practices according to established service policies and procedures in a regulated children’s education and care service in Australia. They may also provide guidance to other workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify health and safety policies and procedures of the service.	1.1. Access health and safety policies and procedures. 1.2. Establish scope of own role and responsibilities in maintaining health and safety from policies and procedures.
2. Monitor and implement health and safety policies and procedures.	2.1. Model and monitor compliance with service health and safety policies and procedures. 2.2. Encourage and assist colleagues to meet health and safety requirements through regular communication and provision of up to date information. 2.3. Identify and respond to issues according to service policies and procedures. 2.4. Identify and report health and safety training needs to relevant supervisors. 2.5. Complete and maintain accurate health and safety records according to service policies and procedures.
3. Monitor risk.	3.1. Identify potential or actual hazards based on monitoring of children, activities and physical areas. 3.2. Assess safety risk associated with the hazard according to service risk management procedures. 3.3. Inform relevant parties according to service procedures. 3.4. Take action to eliminate or control the risk based on completed risk assessment.
4. Contribute to health and safety policies and procedures.	4.1. Identify and use opportunities to maintain currency of knowledge about health and safety issues. 4.2. Identify and access information from credible and authoritative sources. 4.3. Seek feedback from colleagues on health and safety practices and potential issues through formal and informal communication. 4.4. Use feedback and own critical reflection to contribute to the improvement of health and safety policies and procedures.
5. Manage risk for excursions.	5.1. Complete excursion risk management plan according to service policies and procedures. 5.2. Identify staffing requirements and allocation of resources according to service policies and procedures and legislative requirements. 5.3. Assess location, facilities and activities and identify potential hazards. 5.4. Obtain permission from families and communicate expectations for the child’s involvement. 5.5. Confirm insurance, volunteer credentials and transport requirements according to service policies and procedures and legislative requirements. 5.6. Use intentional teaching techniques to prepare children for the excursion. 5.7. Minimise and manage risk by planning communication and collaboration between educators and volunteers during excursion.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret service policies and procedures.
Writing skills to:	complete reports and forms according to service policies and procedures.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding accurately report and explain incidents.
Teamwork skills to:	share information in line with service policies and procedures.
Self-management skills to:	interpret information from written and verbal directions and action appropriately.
Technology skills to:	research health and safety issues and information using digital media.

Unit Mapping Information

Release 1. CHCECE041 Maintain a safe and healthy environment for children supersedes and is not equivalent to CHCECE016 Establish and maintain a safe and healthy environment for children.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE041 Maintain a safe and healthy environment for children

Modification History

Release 1. CHCECE041 Maintain a safe and healthy environment for children supersedes and is not equivalent to CHCECE016 Establish and maintain a safe and healthy environment for children.

Performance Evidence

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

examine existing service policies and procedures and support materials, and document how risks are addressed in each of the following areas:

health safety and wellbeing

incidents, injury, trauma and illness

infection control

medical conditions

administration of medication

emergencies and evacuations

drop off and collection of children

supervision

develop a risk management plan for an excursion, according to service policies and procedures and legislative requirements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the following National Quality Standard and related regulation and laws applicable to this unit, including:

children’s health and safety

requirements of the Education and Care Services National Regulations in relation to children’s health and safety and specifically how these are translated into service policies and procedures:

health, safety and wellbeing of children

incidents, injury, trauma and illness

infection control

medical conditions

administration of medication

emergencies and evacuation

collection of children from premises and excursions

health and safety roles, responsibilities and interrelationships of different personnel in children’s education and care services

regulations and requirements associated with the transport of children in vehicles

supervision planning, set up and implementation requirements and considerations for different:

age groups

areas including playground

activities

critical reflection:

what is critical reflection

why and how educators use critical reflection

what makes for meaningful critical reflection

principles of risk management

for excursions:

how to develop a risk management plan

permissions required and how they must be documented

credentials for accompanying volunteers

insurance requirements

techniques for working with others during excursions to minimise risk.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

interactions with children must be supervised by an approved early childhood educator.

Skills related to review of policies and developing a risk management plan may be demonstrated outside of the service but must be based on work in a regulated children’s education and care service in Australia.

Assessment must ensure access to:

information technology for research and documentation

National Quality Framework:

Education and Care Services National Regulations

National Quality Standard

service standards, policies and procedures as required by National Regulations for health and safety

educators for collaboration

children in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE042 Foster holistic early childhood learning, development and wellbeing

Modification History

Release 1. CHCECE042 Foster holistic early childhood learning, development and wellbeing supersedes and is not equivalent to CHCECE017 Foster the holistic development and wellbeing of the child in early childhood.

Application

This unit describes the performance outcomes, skills and knowledge required to foster and enhance the holistic learning, development and wellbeing of children from birth to six years of age. It includes the ability to use detailed knowledge of different developmental domains and developmental theory and how these domains link to support holistic development.

This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, according to the philosophy of the service.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Extend knowledge of early childhood learning and development.	1.1. Explore and compare theories and research from credible sources about early childhood development and learning. 1.2. Assess the relevance of information in relation to own pedagogical practices and philosophy. 1.3. Assess the relevance of information in relation to service and child context. 1.4. Identify and use opportunities to update and enhance own knowledge. 1.5. Share knowledge with colleagues and others involved in the care and education of children.
2. Support children’s sense of belonging.	2.1. Explore and compare theories and research from credible sources about sense of belonging. 2.2. Develop relationships with, and knowledge of, children and their families. 2.3. Develop and implement strategies to build children’s sense of belonging. 2.4. Monitor and evaluate strategies used to build children’s sense of belonging.
3. Plan and provide opportunities for children’s learning and development.	3.1. Support children’s understanding of the link between physical fitness and their health and well-being. 3.2. Create opportunities for children to develop positive self-image and identity through play. 3.3. Provide opportunities for children to recognise their own and others’ emotions and to release feelings using a range of strategies. 3.4. Provide opportunities for children to investigate ethical issues relevant to their lives and communities. 3.5. Structure experiences in a way that promotes cooperation and conflict resolution. 3.6. Create a literacy-rich environment including opportunities to engage with familiar and unfamiliar culturally constructed text. 3.7. Provide resources that encourage children to experiment with images and print to support language and literacy learning. 3.8. Provide opportunities for children to participate in science, mathematics, engineering and technology experiences. 3.9. Assess and monitor children’s skills and development across all developmental domains.
4. Foster holistic and collaborative practice.	4.1. Implement teaching and learning strategies that are suitable to support specific developmental areas. 4.2. Encourage children to explore, experiment and take risks through planning and providing learning environments and opportunities with appropriate levels of challenge across developmental areas. 4.3. Plan and provide opportunities through play for children’s agency through being active decision makers in the learning environment. 4.4. Create opportunities for children to participate in meaningful ways in group discussion and shared decision-making. 4.5. Build opportunities for involvement in experiences that support the investigation of ideas, complex concepts and thinking, reasoning and hypothesising. 4.6. Ensure a balance between child-initiated learning and intentional teaching. 4.7. Assess children’s learning obtained from both planned and spontaneous experiences.
5. Evaluate work practice.	5.1. Monitor children’s learning and development through observation and critical reflection. 5.2. Identify and use opportunities to gather feedback from colleagues, families and children. 5.3. Use children’s responses and feedback to critically reflect on own pedagogical practice. 5.4. Collaborate with stakeholders to regularly evaluate work practices and document outcomes according to service guidelines. 5.5. Use evaluation outcomes to inform future practice.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret service policies and procedures interpret information about childhood learning, development and wellbeing.
Writing skills to:	record information and observations according to service procedures.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding interact and engage with children to build rapport.
Problem-solving skills to:	provide support to children and determine methods to appropriately scaffold learning according to individual ability.
Initiative and enterprise skills to:	determine appropriate strategies to support children’s individual needs.
Technology skills to:	research information about childhood learning, development and wellbeing using digital media.

Unit Mapping Information

Release 1. CHCECE042 Foster holistic early childhood learning, development and wellbeing supersedes and is not equivalent to CHCECE017 Foster the holistic development and wellbeing of the child in early childhood.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE042 Foster holistic early childhood learning, development and wellbeing

Modification History

Release 1. CHCECE042 Foster holistic early childhood learning, development and wellbeing supersedes and is not equivalent to CHCECE017 Foster the holistic development and wellbeing of the child in early childhood.

Performance Evidence

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

identify and apply information from at least two different credible sources about the following domains of early childhood development, and their interrelationships:

cognitive

communication

emotional

physical

social

plan and document four experiences for children aged from birth to six years, that collectively incorporate:

routines

play

transitions

opportunities for development across each of the following areas:

cognitive

communication

emotional

physical

social

provide two of the above four experiences:

for individual children

provide two of the above four experiences:

on two separate occasions for groups of children

use observation, collaboration and critical reflection to evaluate the four experiences and document evaluation outcomes

perform the activities outlined in the performance criteria of this unit during a period of at least 280 hours of work in a regulated children’s education and care service in Australia.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:

children’s health and safety

educational program and practice

physical environment

relationships with children

child developmental theory and research for children between birth and six years of age including:

core principles of child development

overview of historical perspectives

current and emerging theories and research influencing practice

a range of theories about emotional, social, cognitive and language development

patterns of growth and typical development

contextual factors which influence children’s development

interrelationships between areas of development

Australian Early Development Census

the curriculum planning cycle and how to plan and evaluate experiences for children between birth and six years of age

strategies, activities and equipment that support development in the following areas through play, daily routines and transitions:

cognitive

communication

emotional

physical

social

practices which support holistic learning:

planned experiences

intentional teaching

spontaneous play

critical reflection:

what is critical reflection

why and how educators use critical reflection

what makes for meaningful critical reflection.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

the following aspects of performance evidence must be directly observed by the assessor:

provision of one experience

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence

interactions with children must be supervised by an approved early childhood educator.

Skills related to research, planning and evaluation may be demonstrated outside of the service, but must be based on work in a regulated children’s education and care service in Australia.

Assessment must ensure access to:

resources to support specific play and learning opportunities

information technology for research

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for:

children’s health and safety

educational program and practice

physical environment

relationships with children

educators for collaboration

children up to six years of age in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE043 Nurture creativity in children

Modification History

Release 1. CHCECE043 Nurture creativity in children supersedes and is not equivalent to CHCECE018 Nurture creativity in children.

Application

This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate experiences that nurture creativity in children through construction, digital technologies, dramatic play, imaginative play, movement, music and visual art.

This unit applies to educators who develop and implement learning experiences in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Understand the role of the arts in development and learning.	1.1. Explore the role of the arts in early childhood development and learning. 1.2. Understand the concept of creative freedom and its positive connection to development and learning. 1.3. Identify the connection between creativity and different learning dispositions. 1.4. Provide opportunities for children to be exposed to a range of art forms and artists from diverse cultures. 1.5. Provide experiences that allow children to be exposed to Aboriginal and/or Torres Strait Islander peoples’ art forms and artists.
2. Create experiences that nurture creativity.	2.1. Identify opportunities that nurture creativity, based on children’s interests and cultural backgrounds. 2.2. Structure and document opportunities and intentional teaching strategies that assist children to explore the arts. 2.3. Research and organise resources required for creative activities. 2.4. Select and promote the use of diverse natural and found materials and make them available to children. 2.5. Identify and use opportunities to make sustainable resources.
3. Nurture creativity through teaching and learning.	3.1. Provide time for children to be creative and encourage efforts to extend over days or weeks. 3.2. Teach children how to use and care for materials and equipment according to the nature of the activity. 3.3. Plan and create opportunities for children to collaborate creatively with each other. 3.4. Encourage children to use creativity to overcome challenges. 3.5. Use flexibility to respond to children’s interests and needs.
4. Nurture creativity through engagement with children.	4.1. Support children to feel a sense of value and responsibility for equipment and materials through encouragement and modelling. 4.2. Use strategies that model creativity by improvising with equipment and materials. 4.3. Encourage children to pursue their own original ideas, interpretations and expressions. 4.4. Invite children to ask questions and assist them to find their own answers. 4.5. Engage children in talking about their creations and ask them open-ended questions. 4.6. Model and share enthusiasm for creative work with children. 4.7. Show respect and seek permission from children regarding their creative work. 4.8. Encourage children to respect and appreciate the creative effort of their peers.
5. Evaluate experiences.	5.1. Monitor children’s role in creativity through observation and critical reflection. 5.2. Identify and use opportunities to gather feedback from colleagues, families and children. 5.3. Use and expand on children’s ideas in relation to creativity. 5.4. Collaborate with others to regularly evaluate children’s participation in experiences and document outcomes according to service policies and procedures. 5.5. Use evaluation outcomes to inform future practice.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document information and observations according to service procedures.
Oral communication skills to:	interact and engage with children to build rapport.
Initiative and enterprise skills to:	determine appropriate strategies to support children’s individual needs.
Technology skills to:	research and document experiences using digital media.

Unit Mapping Information

Release 1. CHCECE043 Nurture creativity in children supersedes and is not equivalent to CHCECE018 Nurture creativity in children.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE043 Nurture creativity in children

Modification History

Release 1. CHCECE043 Nurture creativity in children supersedes and is not equivalent to CHCECE018 Nurture creativity in children.

Performance Evidence

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

plan and implement at least three experiences for children between the ages of birth and six years that collectively involve all of the following:

construction

digital technologies

dramatic play

imaginative play

language and storytelling

movement

music

science, technology, engineering, arts and maths (STEAM)

visual art

document evaluation outcomes for each of the above planned experiences.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:

children’s health and safety

educational program and practice

physical environment

relationships with children

current research and theories about the role of the arts and creativity, including:

the value of process as well as product

arts and creativity in diverse cultures

forms of artistic expression

the importance of creative freedom

techniques and skills in the creative areas at a level sufficient to assist children implement their ideas

maintenance of resources and equipment used in creative experiences

types of creative opportunities in the following areas, how to match these to children’s interests, and the appropriate types of resources required, including re-cycled, re-purposed or re-used:

construction

digital technologies

dramatic play

imaginative play

language and storytelling

movement

music

science, technology, engineering arts and maths (STEAM)

visual art

ways to structure experiences in the above areas that encourage and support:

active learning

applying aesthetic values

fostering children’s agency

culturally awareness and sensitivity

fostering curiosity

developing literacy

ensuring safety

critical reflection:

what is critical reflection

why and how educators use critical reflection

what makes for meaningful critical reflection

evaluation methods for reviewing children’s learning and educator’s practices throughout the artistic process.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

the following aspects of performance evidence must be directly observed by the assessor:

provision of one experience

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence

interactions with children must be supervised by an approved early childhood educator.

Skills related to planning and evaluation may be demonstrated outside of the service, but must be based on work in a regulated children’s education and care service in Australia.

Assessment must ensure access to:

curriculum documentation

resources that support the specific opportunities for creativity

information technology

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for:

children’s health and safety

educational program and practice

physical environment

relationships with children

educators for collaboration

children up to six years of age in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE044 Facilitate compliance in a children's education and care service

Modification History

Release 1. CHCECE044 Facilitate compliance in a children’s education and care service supersedes and is not equivalent to CHCECE019 Facilitate compliance in an education and care service.

Application

This unit describes the performance outcomes, skills and knowledge required to facilitate legislative, regulatory and National Quality Framework compliance in an education and care service.

This unit applies to educators working in regulated children’s education and care services in Australia. They provide guidance to others and have responsibilities in relation to continuous improvement of services provided.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Interpret the National Quality Framework (NQF).	1.1. Identify and access sources of information about the NQF and seek assistance if clarification is required on interpretation of any aspect of the framework. 1.2. Support staff understanding of the NQF and other legislation and regulations relevant to the service through clear and consistent provision of information.
2. Interpret the National Quality Standard (NQS).	2.1. Analyse the NQS and determine the relevance of its components to the service. 2.2. Interpret details and requirements of the assessment and rating process and share information with all staff in the service.
3. Facilitate service self- assessment.	3.1. Determine ways to collect information from staff, children, families and the community to inform self- assessment on a regular ongoing basis. 3.2. Share ideas with colleagues and involve them in the collection of information to inform self-assessment. 3.3. Record information collected during self-assessment process against standards and elements in the NQS. 3.4. Make self-assessment data available at the service to inform discussion of the assessment and rating process.
4. Facilitate the development of a Quality Improvement Plan (QIP).	4.1. Use the information gathered in the self-assessment process to inform development of the QIP. 4.2. Collaborate with stakeholders to identify strengths and key improvements sought within the service. 4.3. Determine how key improvements sought will be reflected in the QIP. 4.4. Clearly and concisely record all of the required information in the QIP. 4.5. Plan collaboration with stakeholders on a regular basis to review the QIP.
5. Coordinate the service for a rating and assessment visit.	5.1. Provide timely advice about assessment visit and schedule meetings with stakeholders and staff to ensure adequate preparation. 5.2. Check for accuracy and completion of all documentation required for rating and assessment. 5.3. Provide clear information to staff about individual and team requirements during the rating and assessment visit.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret content of the NQF and NQS.
Writing skills to:	record information according to service policies and procedures produce accurate, informative reports.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding interact and engage with children, families, staff and the community to build rapport.
Problem-solving skills to:	identify deficiencies in information and address by ongoing searches.
Initiative and enterprise skills to:	determine and use appropriate template for reporting, according to service policies and procedures.
Technology skills to:	access information using digital media.

Unit Mapping Information

Release 1. CHCECE044 Facilitate compliance in a children’s education and care service supersedes and is not equivalent to CHCECE019 Facilitate compliance in an education and care service.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE044 Facilitate compliance in a children's education and care service

Modification History

Release 1. CHCECE044 Facilitate compliance in a children’s education and care service supersedes and is not equivalent to CHCECE019 Facilitate compliance in an education and care service.

Performance Evidence

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

facilitate self-assessment and development of a quality improvement plan for two quality areas in an education and care service.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

key components of the National Quality Framework and their content:

National Quality Standard:

requirements of each of the quality areas

Education and Care Services National Law and Regulations:

key purpose of the law and associated regulations

Assessment and quality rating process:

levels of quality rating

steps in the process

relevant approved learning frameworks

role of national and state/territory governing bodies

key stakeholders in the quality improvement process and how they may be engaged at different stages:

educators

children

families

local community

compliance support resources, including government and non-government

contemporary principles and emerging trends and research in service delivery areas.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

interactions with children must be supervised by an approved early childhood educator.

Skills related to development of the plan may be demonstrated outside of the service, but the plan must be based on work in a regulated children’s education and care service in Australia.

Assessment must ensure access to:

information technology for research and documentation

existing policies and procedures of a regulated children’s education and care service

Quality Improvement Plan template

National Quality Framework:

National Law

National Regulations

National Quality Standard

the relevant approved learning framework

educators for collaboration

children in a regulated education and care service in Australia

families or carer(s) of the above children.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE045 Foster positive and respectful interactions and behaviour in children

Modification History

Release 1. CHCECE045 Foster positive and respectful interactions and behaviour in children supersedes and is not equivalent to CHCECE020 Establish and implement plans for developing cooperative behaviour.

Application

This unit describes the performance outcomes, skills and knowledge required to develop guidelines that foster positive and respectful interactions and behaviour, and to monitor and support children’s learning, development and wellbeing in this area.

This unit applies to educators working at a leadership level in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop guidelines that support positive and respectful interactions and behaviour in children.	1.1. Collaborate with colleagues about expectations for positive and respectful interactions and behaviour. 1.2. Collaborate with children to develop expectations for positive and respectful interactions and behaviour. 1.3. Identify strategies that support children in managing their own pro-social skills and regulation, and are considerate of individual children’s needs, cultures and backgrounds.
2. Observe and monitor interactions and behaviour in children.	2.1. Assess the impact of the physical and social environment and curriculum on children’s behaviour. 2.2. Observe children and provide clear and consistent support to encourage positive interactions and behaviour. 2.3. Model consistent approaches and provide support to colleagues through coaching and mentoring. 2.4. Assist children to resolve conflicts appropriate to their age and stage of development. 2.5. Collaborate with children to develop alternative responses and behaviours.
3. Identify challenging behaviours.	3.1. Recognise factors that may cause challenges for children’s ability to interact positively and engage in the curriculum. 3.2. Recognise effects of own life experiences and ideologies on perspectives about children’s behaviour. 3.3. Observe and document patterns of challenging behaviour according to service policies and procedures. 3.4. Identify and reflect on the variables and influences that can impact an individual child’s behaviour and how this may inform responses. 3.5. Identify and respond to the needs of other children who may be affected by the behaviour.
4. Plan support for children.	4.1. Analyse information regarding identified behaviour and use a collaborative approach to planning. 4.2. Identify long-term and short-term objectives that are consistent with child’s cultural practices, abilities, age and developmental stage. 4.3. Identify situations where advice or liaison with other professionals or authorities is needed and take action according to service policies and procedures. 4.4. Develop and document the plan according to service policies and procedures and in consultation with the child’s family.
5. Implement and evaluate support plan.	5.1. Collaborate with all those involved to implement the support plan. 5.2. Support colleagues to implement the plan effectively and consistently through coaching and mentoring. 5.3. Review child’s progress regularly using critical reflection, and modify plan where necessary in consultation with colleagues, family members and others caring for the child. 5.4. Critically reflect on own pedagogy to inform future practice.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret educational program information and curriculum documentation interpret service policies and procedures.
Writing skills to:	record information and observations according to service procedures produce accurate, informative documents and reports.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding interact and engage with children and families to build rapport provide accurate detail of observations to colleagues and other relevant persons.
Initiative and enterprise skills to:	determine and use appropriate template for reporting, according to service policies and procedures use appropriate support strategies when opportunities arise.
Technology skills to:	document support plans using digital media.

Unit Mapping Information

Release 1. CHCECE045 Foster positive and respectful interactions and behaviour in children supersedes and is not equivalent to CHCECE020 Establish and implement plans for developing cooperative behaviour.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE045 Foster positive and respectful interactions and behaviour in children

Modification History

Release 1. CHCECE045 Foster positive and respectful interactions and behaviour in children supersedes and is not equivalent to CHCECE020 Establish and implement plans for developing cooperative behaviour.

Performance Evidence

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

observe the social interactions of children on at least three occasions and identify:

emerging pro-social skills

strategies used by the educator to support the development of pro-social skills

complete the following for two different children who require assistance with self-regulation and pro-social skills:

review any pre-existing information regarding the child’s interactions and behaviour

review physical and social environment within and outside the service and identify impacts on child’s behaviour

observe and monitor the interactions and responses of the child to identify challenging behaviour

participate in two collaborative discussions about the child’s interactions and behaviour with colleagues

document own reflections on the gathered information

develop, implement and evaluate a support plan for the child in collaboration with colleagues.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the National Quality Standard applicable to this unit including:

collaborative partnerships with families and communities

relationships with children

Early Childhood Australia Code of Ethics

principles of the UN Convention on the Rights of the Child

philosophy, policies and procedures of the service

current and emerging theory and research about developing children’s cooperative behaviour:

contrasting beliefs

differing perspectives on child behaviour

supportive interventions

how own values impact perspectives on behaviour and how to use critical reflection to identify and respond to this

different domains of self-regulation and applications to assist those who deregulate in particular domains

stages of child development, specifically age-appropriate expectations of children’s behaviour

family beliefs about behaviour in different cultures and social groups

how to engage and collaborate with children

relationship-based guidance strategies that help children learn about behaviour, and how these are developed and implemented

features of environments (both physical and social) and the curriculum that nurture positive relationships and a sense of belonging

frameworks for observing children to understand individual needs

processes for identifying and recording challenging behaviours

situations where challenging behaviours may indicate a need for mandatory reporting

potential contributing factors to behaviours:

actions of others

child’s need for agency

child’s history

consistency (lack of)

culture

curriculum, practices or environments of the service

group dynamics

illness

needs not being met

no sense of belonging

partnerships with families

personality

recent and current events

sensory input – body and environment

size of group

stage of development

temperament and attachment

plans for supporting positive interactions and behaviour (at both a group and individual level) and:

how they are developed

who should be involved

what they should include:

looking beyond the child’s immediate behaviour and thinking about meeting genuine relationship needs

how to develop children’s self-regulation, positive self-concept and self esteem

ways to re-frame children’s behaviour

practices to support the building of resilience

how they are presented

how they are implemented, monitored and evaluated

ways to communicate with families about behaviour.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

interactions with children must be supervised by an approved early childhood educator.

Skills related to reflection may be demonstrated outside of the service, but must be based on work in a children’s education and care service in Australia.

Assessment must ensure access to:

information technology for documenting support plans

National Quality Framework:

Education and Care Services National Regulations

National Quality Standard

the relevant approved learning framework

Early Childhood Australia Code of Ethics

UN Convention on the Rights of the Child

service standards, policies and procedures for:

collaborative partnerships with families and communities

relationships with children

educators for collaboration

children in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE046 Implement strategies for the inclusion of all children

Modification History

Release 1. CHCECE046 Implement strategies for the inclusion of all children supersedes and is not equivalent to CHCECE021 Implement strategies for the inclusion of all children.

Application

This unit describes the performance outcomes, skills and knowledge required to promote inclusion and diversity and to plan, implement and monitor individual support strategies.

This unit applies to educators working at a leadership level in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Promote inclusion and inclusive practices.	1.1. Make curriculum decisions that promote inclusion and equitable and effective participation of all children. 1.2. Interact with children and families in ways that demonstrate belief in children’s capacity to succeed and achieve learning outcomes. 1.3. Identify and use opportunities to develop own professional knowledge about inclusive practice. 1.4. Support all children to fully participate as valued members of the group. 1.5. Encourage others to adopt inclusive attitudes and practices through modelling and pro-active communication. 1.6. Identify and reflect on practices that relate to inclusion, equity and diversity and use outcomes to inform improvements.
2. Identify barriers affecting children’s participation.	2.1. Recognise and investigate barriers to learning for individual children. 2.2. Collect and use data that assists in understanding of barriers to learning. 2.3. Develop a holistic understanding of child’s needs in collaboration with others and use this information for planning.
3. Develop individual plan for support and inclusion.	3.1. Consider child’s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements when making decisions. 3.2. Develop and document the plan in consultation with other professionals and the family. 3.3. Adapt environment, routines and curriculum to facilitate inclusion of the child.
4. Implement plan to meet the child’s needs.	4.1. Support the child’s and family’s entry into the service through positive and supportive communication. 4.2. Assess and reflect on level of support provided on a regular basis and adjust actions based on assessment. 4.3. Communicate with, and provide support to others, to implement agreed strategies. 4.4. Establish and maintain ongoing information exchange with family and appropriate community members about child’s needs and care strategies. 4.5. Respond to daily needs of children with additional needs and seek assistance when support is required.
5. Monitor and evaluate strategies.	5.1. Monitor child’s progress through observation and critical reflection. 5.2. Identify any barriers to strategies being implemented and trial alternative strategies that may address barriers. 5.3. Identify and discuss issues of concern with relevant colleagues and family members based on goals in the plan. 5.4. Seek and gain family permission before consulting with other professionals regarding the child. 5.5. Implement strategies designed or suggested by family or other professionals. 5.6. Ensure communication occurs within a culturally and linguistically responsive framework. 5.7. Closely monitor new strategies and their impact on the child. 5.8. Use evaluation outcomes to inform future practice.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record information and observations according to service procedures.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding interact and engage with children, families, colleagues and community members to build rapport.
Initiative and enterprise skills to:	determine methods of relaying information in a culturally appropriate manner.
Teamwork skills to:	share information to provide support in line with service policies and procedures.
Technology skills to:	obtain information, and document support plans using digital media.

Unit Mapping Information

Release 1. CHCECE046 Implement strategies for the inclusion of all children supersedes and is not equivalent to CHCECE021 Implement strategies for the inclusion of all children.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE046 Implement strategies for the inclusion of all children

Modification History

Release 1. CHCECE046 Implement strategies for the inclusion of all children supersedes and is not equivalent to CHCECE021 Implement strategies for the inclusion of all children.

Performance Evidence

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

use critical reflection to evaluate three different areas of practice in the service in terms of how they support inclusion and inclusive practices

promote inclusion in each of the following contexts on at least one occasion:

curriculum development

interpersonal communication

develop, implement and review a plan for support and inclusion for at least one child.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:

collaborative partnerships with families and communities

educational program and practice

physical environment

relationships with children

legal and ethical considerations that impact practice around inclusion at a leadership level:

key provisions of anti-discrimination legislation

human rights framework

positive guidance and behaviour guidance

privacy, confidentiality and disclosure requirements

ways to promote inclusion across different areas of practice:

curriculum

communication with children, colleagues and families:

challenging bias

modelling behaviour

providing examples

provoking children’s thinking

behaviours that show respect for diversity

types of additional needs or barriers to participation that may be identified, how to develop full understanding of these, and the implications for the role of the educator:

behavioural or psychological disorders

child at risk of harm or illness

family circumstances and needs

health problems

physical, sensory or developmental disability

different backgrounds, experiences and needs of children and families in exceptional circumstances or with additional needs

factors that may impact the inclusion of the child and their family

strategies for individual support and inclusion:

how these are developed

initial and ongoing consultation and communication with families and others

how the child's and family's right to privacy is respected

monitoring of progress

critical reflection:

what is critical reflection

why and how educators use critical reflection

what makes for meaningful critical reflection.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

interactions with children must be supervised by an approved early childhood educator.

Skills related to curriculum development, planning, review and reflection may be demonstrated outside of the service, but must be based on work in a regulated children’s education and care service in Australia.

Assessment must ensure access to:

information technology for research and documentation

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for:

collaborative partnerships with families and communities

educational program and practice

physical environment

relationships with children

educators for collaboration and to whom guidance is provided on inclusion

children in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE047 Analyse information to inform children’s learning

Modification History

Release 1. CHCECE047 Analyse information to inform children’s learning supersedes and is not equivalent to CHCECE023 Analyse information to inform learning.

Application

This unit describes the performance outcomes, skills and knowledge required to gather and analyse information about children’s learning to inform practice.

This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Gather information about children.	1.1. Gather and document detailed information about children’s learning and development using methods and tools suited to the individual child. 1.2. Include the perspectives of children, families and other stakeholders in information gathered. 1.3. Demonstrate respect for children through inclusive information gathering practices.
2. Interpret information on children’s development and learning.	2.1. Analyse gathered information about children’s development and learning in the context of the learning framework. 2.2. Analyse gathered information with reference to developmental domains and theory. 2.3. Use summative assessment processes that support evaluation of children’s learning over a period of time. 2.4. Develop a process that ensures information and observations are gathered, documented and used to inform the planning cycle for all children.
3. Use information to inform practice.	3.1. Use the analysis to inform planning for children’s development and learning. 3.2. Collaborate with families to support children’s learning through exchange of information. 3.3. Provide information in ways that support sharing of children’s documentation with families. 3.4. Share information appropriately according to service confidentiality procedures. 3.5. Critically reflect on own practices of information gathering and analysis.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret information gathered from diverse sources.
Writing skills to:	write clearly and fluently when preparing documents.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding interact and engage with children and families to build rapport.
Technology skills to:	record information using digital media.

Unit Mapping Information

Release 1. CHCECE047 Analyse information to inform children’s learning supersedes and is not equivalent to CHCECE023 Analyse information to inform learning.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE047 Analyse information to inform children’s learning

Modification History

Release 1. CHCECE047 Analyse information to inform children’s learning supersedes and is not equivalent to CHCECE023 Analyse information to inform learning.

Performance Evidence

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

gather, document and analyse information about an individual child on six different occasions using a minimum of three different tools or methods

develop and document a perspective about the child’s:

overall development

knowledge

ideas

strengths

interests

social interactions

reactions to play environment

report on two different critical reflection activities used to review own practice.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:

collaborative partnerships with families and communities

educational program and practice

relationships with children

stages of the curriculum planning cycle and how to manage that cycle:

collecting information

questioning and analysing information

planning

implementation

review and reflection

stages of child development and how they are considered in each phase of curriculum planning

confidentiality and ethical requirements for the collection, sharing, storage and disposal of information

strategies for the collection of information:

collaborative approaches to gathering and using information

prioritising the voice of the child

observations:

current and emerging thinking about contemporary practice in use of observations

what makes for meaningful observations

summative assessment methods and tools

other ways of gathering different types of information and their application in different contexts:

anecdotal records

asking questions of children

child records

discussion with families

narratives

learning stories

sociograms

running records

jottings

time or event samples

digital images

cultural maps

samples of children’s work

ways of interrogating and analysing information to determine:

individual children’s strengths, interests and needs

when additional support may be needed

current and future development and learning opportunities

the link between the collection and analysis of information and the planning and implementation of curriculum

the need for multiple perspectives and how educators can encourage and support collaborative critical reflection in the service

critical reflection:

what is critical reflection

why and how educators use critical reflection

what makes for meaningful critical reflection

types of reflection activities used in analysing information and their key features:

individual and group

formal and informal

journals and diaries including written or visual.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

interactions with children must be supervised by an approved early childhood educator.

Skills related to analysis, documentation and reflection may be demonstrated outside of the service but must be based on work in a regulated children’s education and care service in Australia.

Assessment must ensure access to:

observation-recording tools

children’s records (real or simulated)

information technology for documentation

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for:

collaborative partnerships with families and communities

educational program and practice

relationships with children

educators and families for collaboration

children in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE048 Plan and implement children's education and care curriculum

Modification History

Release 1. CHCECE048 Plan and implement children’s education and care curriculum supersedes and is not equivalent to CHCECE022 Promote children’s agency and CHCECE024 Design and implement the curriculum to foster children’s learning and development.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, implement and evaluate curriculum over a period of time to foster children’s learning and development.

This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Seek information to inform curriculum design.	1.1. Seek feedback from colleagues, children and families on current curriculum and learning environments using formal and informal communication methods. 1.2. Identify and reflect on how practices, resources philosophy and policies of the service may impact curriculum design and adaptation. 1.3. Establish current strengths and goals for improvement from information gathered.
2. Design curriculum.	2.1. Identify and access information from observations and analysis that will inform design. 2.2. Clarify specific objectives, learning environments and educator roles using the approved framework’s learning outcomes, principles and practices. 2.3. Design curriculum and environments that foster holistic learning and provide continuity of learning and transitions. 2.4. Provide the opportunity for scaffolding learning and development. 2.5. Integrate a balance between child-initiated and educator-led learning. 2.6. Plan monitoring and assessment of children’s learning consistent with principles and practices of the approved framework and allow for planned and unplanned experiences. 2.7. Document curriculum according to service guidelines and the requirements of the National Quality Framework.
3. Implement curriculum.	3.1. Identify and access required materials for learning opportunities. 3.2. Set up the physical environment according to requirements of learning experiences, ensuring accessibility for all children. 3.3. Use techniques and intentional teaching to co-construct meaning with children and ensure there are sustained interactions. 3.4. Provide opportunities for children’s collaborative learning. 3.5. Scaffold learning in ways that support children’s development over time. 3.6. Identify spontaneous teachable moments as they occur and use them to build on children’s learning. 3.7. Model and promote positive learning dispositions.
4. Evaluate teaching and learning.	4.1. Monitor children’s learning and use critical reflection of outcomes and own pedagogical practices for continuous refinement. 4.2. Identify and use opportunities to share information and gather feedback from colleagues, families and children. 4.3. Use and expand on children’s ideas and skills to refine curriculum. 4.4. Evaluate and critically reflect on planned and unplanned teaching and learning, in the context of the approved frameworks. 4.5. Make evaluation a regular collaborative activity, and document outcomes according to service guidelines. 4.6. Use evaluation outcomes to influence the design of future curriculum.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret the relevant approved learning frameworks and the National Quality Standard.
Writing skills to:	record information according to service guidelines.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding interact and engage with children and families to build rapport.
Initiative and enterprise skills to:	determine appropriate strategies to support children’s individual needs.
Technology skills to:	document curriculum and record evaluations using digital media.

Unit Mapping Information

Release 1. CHCECE048 Plan and implement children’s education and care curriculum supersedes and is not equivalent to CHCECE022 Promote children’s agency and CHCECE024 Design and implement the curriculum to foster children’s learning and development.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE048 Plan and implement children's education and care curriculum

Modification History

Release 1. CHCECE048 Plan and implement children’s education and care curriculum supersedes and is not equivalent to CHCECE022 Promote children’s agency and CHCECE024 Design and implement the curriculum to foster children’s learning and development.

Performance Evidence

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

plan, document and implement a curriculum that incorporates development and learning for:

three individual children

a group of at least five children

include all of the following in the above curriculum:

play experiences

routines

transitions

indoor activities

outdoor activities

at least one experience that represents Aboriginal and/or Torres Strait Islander Peoples’, their cultures and languages

use collaboration and critical reflection to evaluate the implemented curriculum

document the evaluation process and outcomes for the implemented curriculum

perform the activities outlined in the performance criteria of this unit during a period of at least 280 hours of work in a regulated children’s education and care service in Australia.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:

children’s health and safety

collaborative partnerships with families and communities

educational program and practice

physical environment

relationships with children

the pedagogy of the approved learning framework and related current and emerging thinking

how and why a service might have or develop a specific philosophy and the potential impact on curriculum design

stages of the curriculum planning cycle and how to manage that cycle:

collecting information

questioning and analysing information

planning

implementation

review and reflection

strategies for curriculum planning:

linking the collection and analysis of information to planning for each child’s play and learning

using the approved learning framework to inform plans with appropriate links to principles, practices and learning outcomes

incorporating consultation, collaboration and communication:

children

families

other educators

communities relevant to the children, families and service

planning environments, opportunities and experiences

using daily interactions to promote play and learning

planning intentional teaching strategies

documenting curriculum

developing monitoring and assessment strategies and tools

strategies for curriculum implementation:

using the learning framework to guide the way plans are put into practice

collaborating with children, families, educators and relevant communities

creating opportunities and environments that support play and learning

actively engaging with children to support and co-construct learning

modelling positive learning dispositions

using professional judgment to vary plans in response to children’s needs and emerging interests

the need for multiple perspectives and how educators can encourage and support collaborative critical reflection in the service

critical reflection:

what is critical reflection

why and how educators use critical reflection

what makes for meaningful critical reflection.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

the following aspects of performance evidence must be directly observed by the assessor:

implementation of one aspect of the curriculum

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence

interactions with children must be supervised by an approved early childhood educator.

Skills related to research, design and evaluation may be demonstrated outside of the service, but must be based on work in a regulated children’s education and care service in Australia.

Assessment must ensure access to:

information technology for documentation

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for:

children’s health and safety

collaborative partnerships with families and communities

educational program and practice

physical environment

relationships with children

educators for collaboration

children in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE049 Embed environmental responsibility in service operations

Modification History

Release 1. CHCECE049 Embed environmental responsibility in service operations supersedes and is not equivalent to CHCECE025 Embed sustainable practices in service operations.

Application

This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate a sustainability management plan and support children’s environmental responsibility.

This unit applies to educators who develop and implement practices according to established organisational policies in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Enhance children’s environmental responsibility.	1.1. Develop innovative strategies that promote environmental responsibility in consultation with children. 1.2. Support children to take the lead in identifying practices that are environmentally responsible at the service. 1.3. Encourage children to exchange thoughts and ideas about environmental responsibility. 1.4. Ensure environmentally sustainable practices are embedded in daily practices of the service. 1.5. Encourage children to learn about Aboriginal and/or Torres Strait Islander peoples’ environmental responsibility practices.
2. Promote environmental responsibility in the service.	2.1. Review the service philosophy, policies and procedures in relation to different aspects of environmental responsibility. 2.2. Consult with stakeholders to identify potential changes in the service philosophy, policies and procedures regarding environmental responsibility. 2.3. Contribute to the development of an environmental responsibility plan for the service, based on the review and consultation. 2.4. Develop strategies that encourage the participation of both adults and children in the service’s sustainable practices. 2.5. Identify and include ways to evaluate improvements in environmental responsibility within the service.
3. Implement and evaluate environmental responsibility plan.	3.1. Investigate how children and adults engage with the service’s environmental responsibility plan. 3.2. Encourage children to engage in environmentally responsible practices with families and the community outside the service. 3.3. Seek feedback from children and adults about the service’s practices. 3.4. Use feedback and critical reflection to inform changes and improvements to plan.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret service philosophy, policies and procedures for environmental responsibility.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding.
Technology skills to:	document sustainability plans using digital media.

Unit Mapping Information

Release 1. CHCECE049 Embed environmental responsibility in service operations supersedes and is not equivalent to CHCECE025 Embed sustainable practices in service operations.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE049 Embed environmental responsibility in service operations

Modification History

Release 1. CHCECE049 Embed environmental responsibility in service operations supersedes and is not equivalent to CHCECE025 Embed sustainable practices in service operations.

Performance Evidence

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

observe and document three examples of practices that demonstrate children’s understanding of environmental responsibility

design, implement and evaluate a plan to enhance two aspects of environmental responsibility for an education and care service, including:

researching contemporary practice relating to environmental responsibility

reviewing service operations in line with contemporary practices

consultation with stakeholders

identifying opportunities for improvement

documenting outcomes of implementation

sharing outcomes and evaluation of plan implementation with supervisor.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:

physical environment

overview impacts of key global issues relating to the environment and their relationship to environmental practices at a local level

relationship between human and animal activity and the environment

the importance of supporting children to develop a sense of environmental responsibility

importance of Aboriginal and/or Torres Strait Islander peoples’ cultures and environmental responsibility.

importance of community as a source of knowledge, skills and values

environmental sustainability planning in a children’s education and care context:

key areas of focus and associated sustainable practices:

biodiversity

curriculum

eco-friendly material usage

eco-literacy for children

energy

water

natural environment

recycling

toxins

upcycling

waste (including food waste)

potential ethical dilemmas

tools for identifying potential improvements

models of best practice

methods for developing the plan

key stakeholders to involve in developing the plan:

children

families

service personnel

ways of integrating environmental sustainability across all areas of practice

qualitative and quantitative evaluation processes

principles of change management:

barriers and drivers for behavioural change

sphere of influence

strategies for improving children’s experiences and understanding of the natural environment and skills for environmental sustainability:

growing and preparing food

recycling

waste reduction

reduction of water usage

reduction in energy usage

critical reflection:

what is critical reflection

why and how educators use critical reflection

what makes for meaningful critical reflection

service standards, policies and procedures for:

physical environment.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

performance evidence may be collected through authenticated third-party reports

third-party reports must be supplemented by other forms of evidence

interactions with children must be supervised by an approved early childhood educator

Skills related to design and evaluation may be demonstrated outside of the service, but the plan must be based on work in a regulated children’s education and care service in Australia.

Assessment must ensure access to:

information technology for documentation

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for:

physical environment

adults for consultation activities

children in a regulated children’s education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE050 Work in partnership with children's families

Modification History

Release 1. CHCECE050 Work in partnership with children’s families supersedes and is not equivalent to CHCECE026 Work in partnership with families to provide appropriate education and care for children.

Application

This unit describes the performance outcomes, skills and knowledge required to establish relationships with families, connect with the local and broader community and promote opportunities for collaboration and sharing of information with families to support effective education and care for children.

This unit applies to educators working at a senior operational or leadership level in regulated children’s education and care services in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and maintain relationships with families.	1.1. Support families through enrolment and orientation processes according to service policies and procedures. 1.2. Create a welcoming environment for all families using communication techniques that build rapport and respect. 1.3. Respond to families’ questions, concerns and requests in a prompt and supportive way. 1.4. Encourage families to share their knowledge, skills, expertise and aspects of their family life and culture. 1.5. Make current and accurate information about the operation of the service available to families. 1.6. Communicate and promote opportunities for families to contribute to the operation of the service in an advisory, consultative or decision-making role. 1.7. Maintain ongoing positive relationships with families.
2. Collaborate with families to share information about the child.	2.1. Exchange information with families about children’s progress, relationships, interests and experiences according to service policies and procedures. 2.2. Inform families promptly and sensitively of any incidents affecting their child. 2.3. Communicate in ways that show understanding of each child and their family and community context. 2.4. Implement strategies that facilitate shared decision-making with families according to service policies and procedures.
3. Support children’s connection with community.	3.1. Support children’s understanding of their local and broader social and physical communities. 3.2. Foster children’s connection with their local community. 3.3. Provide opportunities for children to access and engage with the local and broader communities. 3.4. Engage families in children’s connections with community.
4. Provide information about government and community services and resources.	4.1. Access and interpret current and accurate information about community services and resources and make available to families. 4.2. Source current and relevant information regarding community services and resources according to service policies and procedures. 4.3. Provide appropriate referrals to government and community services and resources based on families’ needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret information about community services and resources.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding interact and engage with children and families to build rapport.
Initiative and enterprise skills to:	determine methods of relaying information in a culturally appropriate manner.
Technology skills to:	research information about community services and resources using digital media share information in digital formats with families.

Unit Mapping Information

Release 1. CHCECE050 Work in partnership with children’s families supersedes and is not equivalent to CHCECE026 Work in partnership with families to provide appropriate education and care for children.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE050 Work in partnership with children's families

Modification History

Release 1. CHCECE050 Work in partnership with children’s families supersedes and is not equivalent to CHCECE026 Work in partnership with families to provide appropriate education and care for children.

Performance Evidence

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

work with two different families, with at least two communications per family, to support education and care using all of the following:

active listening

collaborative discussion and decision-making

provision of clear verbal information

questioning

negotiation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:

collaborative partnerships with families and communities

educational program and practice

the roles of the tiers of government in the provision and funding of children’s education and care services

strategies and procedures for:

involving family members in the service

exchange of information with families about children

provision of service and community information for families in appropriate formats and languages

maintaining currency of information to be shared with families

theories and research that underpin the value of family-educator relationships in relation to outcomes for children

range of child-rearing practices and parenting styles:

their origin

own experience and its influence on beliefs

value of the family as the first educator

contemporary family structures

evolution of family

diversity within family

communication techniques for:

active listening

building rapport

collaborative discussion and decision-making

provision of clear verbal information

questioning

negotiation.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

interactions with children must be supervised by an approved early childhood educator.

Where there is documented evidence that the service does not permit performance of one or more of the above skills by individuals who are not staff members, those skills may be demonstrated through simulated activities and scenarios.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Assessment must ensure access to:

publicly available information about the service

information technology for research about community services and resources and sharing of information

National Quality Framework:

Education and Care Services National Regulations

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for:

collaborative partnerships with families and communities

educational program and practice

children in a regulated education and care service in Australia

families or carers of the above children.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE051 Promote equity in access to the service

Modification History

Release 1. CHCECE051 Promote equity in access to the service supersedes and is not equivalent to CHCECE027 Promote equity in access to the service.

Application

This unit describes the performance outcomes, skills and knowledge required to actively promote a service and engage and enhance participation of underrepresented or equity groups.

This unit applies to educators working at a leadership level in children’s education and care services in Australia. Work is undertaken collaboratively according to the philosophy of the service.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify local community demographics.	1.1. Establish the demographic make-up of the local community. 1.2. Analyse attendance patterns to identify groups of children from the local community who are underrepresented in using the service. 1.3. Develop strategies to better engage with underrepresented groups in the local community. 1.4. Encourage increased use of service by underrepresented local groups and collaborate with all relevant parties to monitor progress.
2. Develop strategies to enhance participation.	2.1. Research and identify potential barriers to use of the service and the characteristics and preferences of potential users. 2.2. Identify, develop and document strategies that will facilitate engagement with underrepresented client groups. 2.3. Research funding program and service eligibility criteria and determine their impact on strategies developed. 2.4. Obtain and interpret information on groups that must be given priority access according to service policies. 2.5. Critically evaluate service practices and policies against access and equity principles and recommend required changes and improvements.
3. Implement strategies.	3.1. Implement strategies in collaboration with all relevant parties. 3.2. Promote services to client groups by developing and providing information in ways suited to specific audience needs. 3.3. Integrate clear information about eligibility criteria and their rationale in communications. 3.4. Establish feedback processes that enable people to provide information about their experiences in accessing the service. 3.5. Gather applicant data and assess applications for the service based on strategies and associated criteria. 3.6. Communicate decisions providing rationale, and clearly explain waiting list procedures. 3.7. Refer and support applicants to access other services according to their needs.
4. Review outcomes.	4.1. Monitor and evaluate strategies to enhance participation of underrepresented groups. 4.2. Accurately calculate the achievement of targets based on service data. 4.3. Collaborate with relevant parties to identify and implement improvements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret information about local community demographics.
Writing skills to:	produce accurate, informative reports.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding.
Numeracy skills to:	interpret numerical information about attendance patterns.
Technology skills to:	research potential access barriers and document strategies for improving access using digital media.

Unit Mapping Information

Release 1. CHCECE051 Promote equity in access to the service supersedes and is not equivalent to CHCECE027 Promote equity in access to the service.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE051 Promote equity in access to the service

Modification History

Release 1. CHCECE051 Promote equity in access to the service supersedes and is not equivalent to CHCECE027 Promote equity in access to the service.

Performance Evidence

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

develop and document strategies to enhance participation for one underrepresented group in the local community.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

current social and political context of early childhood education and care and research about disengaged families

social justice philosophy and principles

United Nations Convention on the Rights of the Child:

its purpose

the articles relevant to children’s education and care

Principles of the Equal Opportunity Act 2010 or its successor

client perspectives on service provision and access to services

hard to reach populations:

barriers to engagement

techniques for engaging

types of barriers to accessing and maintaining engagement with a service and how to address these:

service barriers

family barriers

relational and interpersonal barriers

importance of equity and diversity in early childhood learning, development and teaching:

contemporary practice models

processes for evaluation of current practice against access and equity principles

how information can be developed, adapted and communicated to meet the needs of different audiences and community groups, including key considerations for:

type of media used

use of language and imagery

distribution mechanisms

legal and ethical considerations for promoting access and equity and how these are applied in early childhood education and care:

complaints and appeals processes

disability

discrimination

equal opportunity

potential users of the service considering:

cultural background

social circumstances

range of abilities and disabilities

rural and remote users

eligibility criteria that impact access:

funding program guidelines

service guidelines

circumstances which lead to a child and family being eligible and having priority for the service

circumstances that might exclude a person from the service

other services available within the local community and the eligibility criteria of these

service standards, policies and procedures for inclusion.

Assessment Conditions

Skills must be demonstrated in a workplace that provides services or support to children and families.

Assessment must ensure access to:

information technology for research and documentation

service standards, policies and procedures for inclusion.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE052 Plan service and supports for children and families

Modification History

Release 1. CHCECE052 Plan service and supports for children and families supersedes and is equivalent to CHCECE028 Collaborate with families to plan service and supports.

Application

This unit describes the performance outcomes, skills and knowledge required to explore the needs of children and families experiencing complex challenges and to plan and review services and supports in collaboration with families and with other service providers as required.

This unit applies to educators working at a senior leadership level in children’s education and care services in Australia. Work is undertaken collaboratively according to the philosophy of the service.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Explore the needs of the child and family.	1.1. Work collaboratively with families to identify needs of the child and family. 1.2. Gather sufficient information about needs from a range of sources to enable decisions to be made. 1.3. Determine needs for additional interventions or crisis support through collaboration and shared decision making with families. 1.4. Treat and document information according to service procedures and legislative requirements. 1.5. Show and communicate respect for a family’s decision not to share information about their family. 1.6. Demonstrate respect for the family and their child rearing practices in all communications.
2. Provide information about the service and discuss issues.	2.1. Provide accurate and comprehensive information about the service and service system to family members using appropriate language and other communication aids. 2.2. Clearly explain family’s rights and responsibilities in relation to service policies. 2.3. Sensitively communicate with family members about any issues relating to their child. 2.4. Make appropriate referrals and provide required information regarding other services.
3. Facilitate interventions.	3.1. Implement intervention and/or crisis support according to service policy and procedures. 3.2. Monitor intervention and support services in consultation with family and adjust and document approaches to support ongoing satisfaction and positive outcomes. 3.3. Identify and collaborate with other relevant services and professionals that may assist the family.
4. Review service provision with family members.	4.1. Identify and use opportunities to seek feedback from family members and act upon it appropriately. 4.2. Review agreement for service with the family using communication methods suited to the situation. 4.3. Support family members to follow service guidelines according to policy and procedures. 4.4. Explore and negotiate issues and concerns identified by family members through collaboration.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	research and interpret information about services and supports available to families.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding interact and engage with children and families to build rapport.
Technology skills to:	make referrals to other organisations and document service and support plans using digital media.

Unit Mapping Information

Release 1. CHCECE052 Plan service and supports for children and families supersedes and is equivalent to CHCECE028 Collaborate with families to plan service and supports.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE052 Plan service and supports for children and families

Modification History

Release 1. CHCECE052 Plan service and supports for children and families supersedes and is equivalent to CHCECE028 Collaborate with families to plan service and supports.

Performance Evidence

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

plan services and supports for three children and their families experiencing complex challenges:

use collaborative approaches to identify, document and reflect on the needs

communicate information about services in ways suited to their specific situation

review service provision through feedback and negotiation

implement family intervention or crisis support procedures for one family.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

methods, tools and techniques for determining family needs

collaboration and consultation:

theories and research about why it is important

processes and tools for working with family members and other professionals and service providers

role and importance of family perspectives on early childhood education and care – its importance and purpose

value of the family as the first educator

contemporary family structures

evolution of family

diversity of family

principles of relevant human rights and anti-discrimination legislation and regulation:

federal

state/territory

international

hard to reach populations:

barriers to engagement

techniques for engaging

importance of equity and diversity in early childhood learning, development and teaching:

contemporary practice models

processes for evaluation of current practice against access and equity principles

boundaries and limits of service provision and when referral to other services may be appropriate

referral networks for interventions and crisis support:

resources available in other services

relationships and collaborative partnerships between different services

referral procedures

use of interpreters in family consultation

cross cultural communication

culturally diverse care practices and how these impact interactions with individual families

legal and ethical considerations when dealing with families:

child custody

child protection

confidentiality and privacy

family and service rights and responsibilities

key features of models of family intervention theory and practice:

current and emerging models

intervention strategies, their scope and limitations

processes for implementation

service standards, policies and procedures for collaborative partnerships with families and community.

Assessment Conditions

Skills must be demonstrated in a workplace that provides services or support to children and families.

Where there is documented evidence that the service does not permit performance of one or more of the above skills by individuals who are not staff members, those skills may be demonstrated through simulated activities and scenarios.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Assessment must ensure access to:

information about children and family from multiple sources

information technology for research and documentation

service standards, policies and procedures for collaborative partnerships with families and community

families experiencing complex challenges.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE053 Respond to grievances and complaints about the service

Modification History

Release 1. CHCECE053 Respond to grievances and complaints about the service supersedes and is equivalent to CHCECE029 Respond to problems and complaints about the service.

Application

This unit describes the performance outcomes, skills and knowledge required to effectively resolve grievances and complaints about the service.

This unit applies to educators working at a leadership level in a children’s education and care services in Australia. Work is undertaken collaboratively according to the philosophy of the service.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Respond to a family member’s concerns.	1.1. Clarify the concern promptly and identify key issues through discussion with the family member. 1.2. Use appropriate communication strategies to discuss possible resolutions, focussing on collaborative decision-making. 1.3. Confirm next steps and clarify agreement with all relevant parties. 1.4. Follow service privacy and confidentiality requirements.
2. Acknowledge and address grievances and complaints.	2.1. Listen respectfully to person’s concerns. 2.2. Identify, investigate and discuss issues underlying grievance or complaint according to service procedures. 2.3. Prioritise and take action with the level of urgency the situation requires. 2.4. Explain complaint process and clearly inform complainant of what can and cannot be expected from process. 2.5. Refer complainant to appropriate procedures or forums.
3. Resolve complaints.	3.1. Seek advice, generate options and facilitate resolution according to service procedures. 3.2. Facilitate mediation between parties concerned according to service procedures. 3.3. Obtain agreement regarding resolution of issues. 3.4. Document process and outcomes according to service procedures.
4. Review outcomes.	4.1. Seek feedback from relevant parties about the outcome of grievance or complaint. 4.2. Clarify misunderstandings or concerns regarding process or own role. 4.3. Use feedback and lessons learned to identify and implement improvements to own practice and service.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret service policies and procedures
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding.
Self-management skills to:	proactively seek opportunities to improve own work practice and conduct.
Technology skills to:	document complaints and how they were addressed using digital media.

Unit Mapping Information

Release 1. CHCECE053 Respond to grievances and complaints about the service supersedes and is equivalent to CHCECE029 Respond to problems and complaints about the service.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE053 Respond to grievances and complaints about the service

Modification History

Release 1. CHCECE053 Respond to grievances and complaints about the service supersedes and is equivalent to CHCECE029 Respond to problems and complaints about the service.

Performance Evidence

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

follow service procedures to respond to at least three different grievances or complaints about the service that collectively involve all of the following:

a systemic issue

an emotive family member

response to a detailed written complaint

use all of the following techniques:

active listening

assertiveness

questioning

effective non-verbal communication

negotiation

identify and document at least one opportunity for improvement arising from the grievance or complaint.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

privacy and confidentiality requirements of role and service

regulatory requirements for reporting to authorities

relevant codes of ethics

range of family member responses to issues about their child and how these impacts ways of addressing issues

communication techniques:

active listening

collaborative decision-making

empathising with the person’s situation while upholding service policy

non-verbal communication and recognition of non-verbal signs

language style

questioning techniques

those appropriate to different social and cultural groups

typical features of complaint procedures

conflict theory:

signs

stages

levels

factors involved

results

conflict resolution techniques:

assertiveness

diffusing escalated reactions

negotiation

use of appropriate communication

principles of mediation

service standards, policies and procedures for:

collaborative partnerships with families and community

complaints management.

Assessment Conditions

Skills must be demonstrated in a workplace that provides services or support to children and families.

Where there is documented evidence that the service does not permit performance of one or more of the above skills by individuals who are not staff members, those skills may be demonstrated through simulated activities and scenarios.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Assessment must ensure access to:

service standards, policies and procedures for:

collaborative partnerships with families and community

grievance and complaints management

families in a relevant service.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples' cultures

Modification History

Release 1. CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures. New unit. No equivalent unit.

Application

This unit describes the performance outcomes, skills and knowledge required to identify different perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures, develop an understanding of the local and broader cultural contexts, and use the identified information to embed culturally appropriate experiences, interactions, behaviours and physical environments into daily practice with children.

This unit applies to educators who work in regulated children’s education and care services or schools in Australia, including those who identify as Aboriginal and/or Torres Strait Islander and educators from other cultural backgrounds.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures.	1.1. Identify and reflect on perspectives about Aboriginal and/or Torres Strait Islander peoples’ cultures and the experiences that have informed them. 1.2. Identify and implement ways to improve awareness of Aboriginal and/or Torres Strait Islander peoples’ cultures.
2. Investigate the local context for Aboriginal and/or Torres Strait Islander peoples’ cultures.	2.1. Source and access credible sources of information about local Aboriginal and/or Torres Strait Islander peoples’ cultures and history. 2.2. Reflect on the contemporary impacts of historical issues in the local context. 2.3. Handle information in a culturally sensitive way taking account of how and with whom information can be shared.
3. Contribute ideas for embedding Aboriginal and/or Torres Strait Islander peoples’ cultures in daily practice.	3.1. Identify opportunities for the embedding of Aboriginal and/or Torres Strait Islander peoples’ cultures in routines and learning experiences consistent with the community’s cultural protocols, the approved learning framework and the curriculum. 3.2. Evaluate and use opportunities to promote children’s understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures and languages. 3.3. Develop and communicate ideas to promote children’s understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures and languages through collaboration with others in culturally safe and sensitive ways.
4. Support children’s understanding and respect.	4.1. Facilitate children’s experiences in meaningful and culturally appropriate ways that model respect, values and positively portray Aboriginal and/or Torres Strait Islander peoples’ cultures and languages. 4.2. Model language and interactions that show respect for Aboriginal and/or Torres Strait Islander peoples’ cultural knowledge. 4.3. Develop an understanding of Aboriginal and/or Torres Strait peoples’ ways of learning. 4.4. Use opportunities to encourage children to reflect on and engage with different Aboriginal and/or Torres Strait Islander peoples’ ways of learning.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret the learning framework or curriculum.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding interact and engage with children and community members to build a genuine, trusting rapport in a culturally sensitive manner.
Learning skills to:	develop own knowledge of local Aboriginal and/or Torres Strait Islander peoples’ cultures.
Initiative and enterprise skills to:	determine methods of relaying information in a culturally appropriate manner facilitate understanding of cross-cultural issues and beliefs.

Unit Mapping Information

Release 1. CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures. New unit. No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples' cultures

Modification History

Release 1. CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures. New unit. No equivalent unit.

Performance Evidence

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

use reflection to identify own perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures and discuss the reflection process and outcome with a workplace or learning supervisor on one occassion

source information and collaborate to develop and report on three ideas about how local Aboriginal and/or Torres Strait Islander peoples’ cultures could be embedded into daily practice in culturally safe and sensitive ways

support one experience with a group of children that encourages their understanding of local Aboriginal and/or Torres Strait Islander peoples’ cultures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:

collaborative partnerships with families and communities including direct relationships with First Nations families and communities

educational program and practice

relationships with children

relevant Aboriginal and/or Torres Strait Islander peoples’ led organisations and peak agencies

the educator role in promoting children’s understanding of, and respect for, Aboriginal and/or Torres Strait Islander peoples’ history and cultures

purpose and significance of Reconciliation Action Plans

Aboriginal and/or Torres Strait Islander peoples’ perspectives on early childhood learning and development

aspects of Aboriginal and/or Torres Strait Islander peoples’ ways of learning:

mathematics

music

art

science

how to use a process of reflection in relation to:

different perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures

evaluating information found in investigation

reflective practice:

what is reflection

why and how educators use reflection

what is meaningful reflection

sources of information on Aboriginal and/or Torres Strait Islander peoples’ histories and cultures and how to determine what makes a credible source

impact of colonisation, historical events and issues on Aboriginal and/or Torres Strait Islander people in the local and broader Australian contexts

inter-generational effects of forced separation

inter-generational trauma and disadvantage

protocols for researching and sharing information about Aboriginal and/or Torres Strait Islander peoples’ histories and cultures:

relevant codes of ethics

permissions for sharing information

awareness around appropriation of Aboriginal and/or Torres Strait Islander peoples’ cultures

awareness around languages when being re-learned

ways in which Aboriginal and/or Torres Strait Islander peoples’ cultures may be appropriately embedded in routines and learning experiences.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service or school in Australia:

interactions with children must be supervised by an approved early childhood educator or teacher.

Skills related to collaboration, reflection and research may be demonstrated outside of the service but must be based on work in a regulated children’s education and care service or school in Australia.

Assessment must ensure access to:

curriculum from the regulated service or school

sources of information on local Aboriginal and/or Torres Strait Islander peoples’ histories and cultures

service standards, policies and procedures for:

collaborative partnerships with families and communities including direct relationships with First Nations families and communities

educational program and practice

relationships with children

National Quality Framework:

National Quality Standard

the relevant approved learning framework

educators for collaboration

children in an education and care service or school.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE055 Meet legal and ethical obligations in children's education and care

Modification History

Release 2. Minor changes. Equivalent outcome.

Release 1. CHCECE055 Meet legal and ethical obligations in children’s education and care. New unit. No equivalent unit.

Application

This unit describes the performance outcomes, skills and knowledge required to identify and meet legal and ethical obligations. This includes the ability to recognise potential and actual examples of non-compliance with regulatory requirements and contribute to the continuous improvement of practice.

This unit applies to educators who work according to established policies and procedures in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify legal and ethical obligations.	1.1. Identify and access authoritative sources of information. 1.2. Correctly interpret sources of information about the legal and ethical requirements that apply to the contemporary work role. 1.3. Identify the scope and nature of own rights and responsibilities in the job role.
2. Meet legal and ethical obligations.	2.1. Adhere to legal and ethical requirements in work practice according to service policies and procedures and scope of role. 2.2. Identify potential ethical issues and dilemmas including conflict of interest and discuss with an appropriate person. 2.3. Identify potential or actual situations of non-compliance and report according to service procedures.
3. Contribute to workplace improvements.	3.1. Identify situations where work practices could be improved to meet legal and ethical responsibilities. 3.2. Share feedback through constructive communication with colleagues and supervisors. 3.3. Identify and take opportunities to contribute to the review and development of policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret information about legal requirements and components of the National Quality Framework.
Oral communication skills to:	share information with appropriate personnel.
Writing skills to:	complete reports according to service policies and procedures.
Learning skills to:	locate relevant information regarding laws and regulations.
Problem-solving skills to:	identify deficiencies in information and address by ongoing searches.
Technology skills to:	research information about legal and ethical obligations using digital media.

Unit Mapping Information

Release 2. Minor changes. Equivalent outcome.

Release 1. CHCECE055 Meet legal and ethical obligations in children’s education and care. New unit. No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE055 Meet legal and ethical obligations in children's education and care

Modification History

Release 2. Minor changes. Equivalent outcome.

Release 1. CHCECE055 Meet legal and ethical obligations in children’s education and care. New unit. No equivalent unit.

Performance Evidence

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

complete one work activity in at least four of the following areas of practice, demonstrating fulfilment of legal and ethical obligations:

health, safety and wellbeing

incidents, injury, trauma and illness

response to medical condition

emergency response

governance and leadership

physical environment

staffing arrangements

develop appropriate responses to at least three different legal or ethical issues or dilemmas relevant to the work role.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

the National Quality Framework and its key components

the role of state/territory regulatory authorities

educator duty of care responsibilities

key aspects of the regulatory environment for children’s education and care:

Education and Care Services National Law and Regulations

interrelationships between National Law and Regulations and the National Quality Framework

how to navigate the regulatory documents

staffing arrangements:

minimum requirements for persons in charge

educator to child ratios

educational qualifications

first aid qualifications

staff and educator records

information management:

record keeping and accessibility of information

privacy and confidentiality

data security and sharing protocols

legislated storage requirements

accessibility of information

United Nations Convention on the Rights of the Child:

its purpose

the articles relevant to children’s education and care

Early Childhood Australia (ECA) Code of Ethics:

definitions used

core principles

commitments to action

overview of individual educator legal and ethical considerations when dealing with families:

child custody

child protection

confidentiality and privacy

family and service rights and responsibilities

the similarities, differences and interrelationships between legal and ethical issues in the context of children’s education and care

potential legal and ethical issues and dilemmas that may arise and how to respond

conflict of interest:

identifying real and perceived conflicts of interest

responding to conflicts of interest

ways to constructively contribute to workplace improvements.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions:

interactions with children must be supervised by an approved early childhood educator or teacher.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Assessment must ensure access to:

information technology for sourcing information

Early Childhood Australia (ECA) Code of Ethics

United Nations Convention on the Rights of the Child

National Quality Framework:

Education and Care Services National Law and Regulations

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for all aspects of operation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE056 Work effectively in children's education and care

Modification History

Release 1. CHCECE056 Work effectively in children’s education and care. New unit. No equivalent unit.

Application

This unit describes the performance outcomes, skills and knowledge required to work in a children’s education and care context using effective communication and knowledge of job roles, responsibilities and service procedures to complete daily work activities.

This unit applies to individuals who work according to established policies and procedures and under the supervision and guidance of others in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Source and use information on work in children’s education and care.	1.1. Identify and access sources that provide current and accurate information on work in children’s education and care aligned with the National Quality Framework. 1.2. Source and interpret information on rights and responsibilities of own role. 1.3. Source and interpret information on skill and knowledge requirements for own and related roles.
2. Work within service requirements.	2.1. Obtain, interpret and comply with service policies and procedures according to own job role. 2.2. Seek advice and information from supervisors to ensure full understanding of service requirements. 2.3. Use designated lines of internal and external verbal and written communication and reporting. 2.4. Follow service presentation standards.
3. Use effective work practices.	3.1. Plan and organise daily work activities to achieve required outcomes within scope of responsibility. 3.2. Act promptly on instructions and follow procedures relevant to the task. 3.3. Identify and clearly communicate to supervisor when additional support is needed. 3.4. Prioritise and complete competing tasks within designated timeframes.
4. Work collaboratively.	4.1. Identify and use opportunities to share and seek information to maximise cooperation and the quality of daily work outcomes. 4.2. Use verbal and non-verbal communication that demonstrates respect for individual differences and work roles. 4.3. Communicate information in a manner that is clear, and confirm understanding of other party. 4.4. Listen to requests, clarify meaning and respond appropriately. 4.5. Exchange information clearly in a timely manner and within confidentiality procedures. 4.6. Use oral communication skills to prevent, defuse and resolve conflict situations.
5. Develop personal professional practice.	5.1. Explore theories and contemporary research relating to early childhood. 5.2. Reflect on personal values and beliefs in relation to early childhood and how these align with theories and contemporary research. 5.3. Establish a personal professional philosophy in relation to early childhood. 5.4. Recognise the role of the early childhood educator in advocating for children and the sector.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret information on the National Quality Framework.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding.
Initiative and enterprise skills to:	identify and evaluate relevance of various sources of information.
Self-management skills to:	interpret information from written and/or verbal directions and action appropriately.
Technology skills to:	source information about work in children’s education and care using digital media.

Unit Mapping Information

Release 1. CHCECE056 Work effectively in children’s education and care. New unit. No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE056 Work effectively in children's education and care

Modification History

Release 1. CHCECE056 Work effectively in children’s education and care. New unit. No equivalent unit.

Performance Evidence

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

access, interpret and use information about employment and service procedures in children’s education and care from three different sources

use effective planning, organisational and communication to complete five different children’s education and care daily work activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role characteristics, boundaries and responsibilities for key job roles in children’s education and care in the following sectors:

early childhood

out of school hours care

education support

sources of information on employment in children’s education and care:

employer associations

professional associations

staff handbooks

trade unions

purpose and requirements of the National Quality Framework:

purpose of National Law and National Regulations

interrelationships between National Law and National Regulations and the National Quality Framework

requirements of each quality area in the National Quality Standard

definition of the assessment and quality rating process

definition of an approved learning framework

types of service policies and procedures that relate to general work practices in children’s education and care:

communication and reporting

employment conditions

personal presentation and uniform standards

procedures and expectations for work role activities

the role of collaboration in providing quality education and care

foundational knowledge of child developmental theory and early childhood learning

reflective practice:

what is reflection

why and how educators use reflection

what is meaningful reflection

communication techniques and how these are applied in a children’s education and care context:

active listening

body language

conflict resolution

methods for conveying information clearly and concisely, both oral and written

open and closed questioning

verbal and non-verbal cues

voice tonality

importance of own well-being:

physical health

mental health

social and emotional well-being

access to supports.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

interactions with children must be supervised by an approved early childhood educator.

Skills related to research may be demonstrated outside of the service but must be based on work in a regulated children’s education and care service in Australia.

Assessment must ensure access to:

information technology for research

National Quality Framework:

Education and Care Services National Regulations

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for:

children’s health and safety

collaboration with families and communities

educational program and practice

physical environment

relationships with children

colleagues and supervisor for communication and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE057 Use collaborative practices to uphold child protection principles

Modification History

Release 1. CHCECE057 Use collaborative practices to uphold child protection principles. New unit. No equivalent unit.

Application

This unit describes the performance outcomes, skills and knowledge required to apply child protection principles in an education and care setting. It also covers standard protocols to maintain a safe environment for children and work using a collaborative practice model.

This unit applies to educators who work according to established policies and procedures in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Early Childhood Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement principles of child protection in children’s education and care.	1.1. Perform work requirements according to regulatory requirements relating to child protection. 1.2. Demonstrate understanding of the child protection system, roles and responsibilities of key agencies. 1.3. Recognise the impacts of child abuse and neglect on the wellbeing of children.
2. Apply agreed protocols and guidelines for collaborative practice.	2.1. Prioritise experiences of child when supporting needs, rights and interests of the child. 2.2. Conduct all work within agreed guidelines of collaborative practice. 2.3. Apply effective safe work principles and self-management strategies whilst carrying out duties.
3. Work collaboratively to support children and families.	3.1. Provide support to children and families according to individual needs. 3.2. Identify risk factors for children and families and support them to address these risks. 3.3. Develop effective working relationships to liaise and consult with agencies supporting children and families from diverse backgrounds. 3.4. Provide referrals to support families.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	comprehend content of documents relating to child protection interpret service child protection policies and procedures.
Writing skills to:	record information according to organisational policies and procedures produce accurate, informative reports.
Oral communication skills to:	facilitate collaborative discussions with children and their families.
Initiative and enterprise skills to:	determine methods of relaying information in a culturally appropriate manner.
Technology skills to:	record information using digital media according to service policies and procedures.

Unit Mapping Information

Release 1. CHCECE057 Use collaborative practices to uphold child protection principles. New unit. No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE057 Use collaborative practices to uphold child protection principles

Modification History

Release 1. CHCECE057 Use collaborative practices to uphold child protection principles. New unit. No equivalent unit.

Performance Evidence

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

work collaboratively with at least two families, including:

applying a range of collaborative work practices when working with families, children, young people, colleagues and other agencies

adhering to child protection principles and work practices while performing work role

applying self-management strategies and safe work principles

communicating and responding appropriately to children and families

supporting families to ensure that the child or young person is safe.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal, social and political context of child protection in children’s education and care

the roles of key state/territory child protection regulatory authorities

interagency frameworks and agreed protocols

educator duty of care responsibilities

United Nations Convention on the Rights of the Child:

its purpose

the articles relevant to child protection

legal and ethical considerations when dealing with families:

child custody

child protection

confidentiality and privacy

family and service rights and responsibilities

effects of child abuse and neglect and its impact on the wellbeing of the child

key steps in the process of investigation and assessment in child protection:

notification

investigation

assessment

decision

established guidelines and key features of collaborative practice in child protection

worker safety and self-management principles

areas of diversity in society, their characteristics and how individuals may be affected in living their daily lives:

culture

race

ethnicity

language

disability

gender

intergenerational disadvantage

family types

sexual orientation

gender identity

socioeconomic circumstances and their impact on families

service standards, policies and procedures for child protection.

Assessment Conditions

Skills must be demonstrated in a regulated education and care service in Australia:

interactions with children must be supervised by an approved early childhood educator.

Where there is documented evidence that the service does not permit performance of one or more of the above skills by individuals who are not staff members, those skills may be demonstrated through simulated activities and scenarios.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Assessment must ensure access to:

information technology for sourcing information

service standards, policies and procedures for child protection

United Nations Convention on the Rights of the Child

children in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS033 Meet legal and ethical obligations in an education support environment

Modification History

Release 1. CHCEDS033 Meet legal and ethical obligations in an education support environment supersedes and is not equivalent to CHCEDS001 Comply with legislative, policy and industrial requirements in the education environment.

Application

This unit describes the performance outcomes, skills and knowledge required to identify and comply with legislation, policy and industrial instruments that relate to the education support worker role in school settings.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify legal and ethical obligations.	1.1. Identify and access current workplace information that covers the range of legislation and guidelines relevant to the job role. 1.2. Clarify and confirm understanding of information with supervising teacher to ensure consistency of interpretation and application. 1.3. Obtain advice from supervising teacher when conflicting instructions are encountered.
2. Comply with legal and ethical obligations.	2.1. Adhere to legal and ethical requirements in work practice according to organisational policies and procedures and scope of role. 2.2. Identify and promptly report incidents of non-compliance. 2.3. Recognise potential ethical issues and dilemmas and discuss with supervising teacher.
3. Contribute to workplace improvements	3.1. Identify situations where work practices could be improved to meet legal and ethical responsibilities. 3.2. Pro-actively share feedback with colleagues and supervisors. 3.3. Review own conduct and seek feedback from others to confirm continuing compliance with legislation, policy and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar documents about workplace legislation and guidelines.
Oral communication skills to:	ask open and closed questions and actively listen to seek information from teacher and confirm understanding.
Initiative and enterprise skills to:	determine and use appropriate template for reporting, according to organisational policies and procedures.
Technology skills to:	use digital media to search for information about legal and ethical obligations.

Unit Mapping Information

Release 1. CHCEDS033 Meet legal and ethical obligations in an education support environment supersedes and is not equivalent to CHCEDS001 Comply with legislative, policy and industrial requirements in the education environment.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS033 Meet legal and ethical obligations in an education support environment

Modification History

Release 1. CHCEDS033 Meet legal and ethical obligations in an education support environment supersedes and is not equivalent to CHCEDS001 Comply with legislative, policy and industrial requirements in the education environment.

Performance Evidence

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

complete at least one activity in each of the following areas of practice according to legal requirements:

completion of documentation

health, safety and wellbeing

emergency response

develop appropriate responses to two issues relevant to the work role:

one legal issue or ethical dilemma

one issue requiring application of policy or legislation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role and responsibilities of an education support worker and specific understanding of own work role and responsibilities

legislation, its purpose and key requirements that impact individual workers relating to:

anti-discrimination

child protection

confidentiality and privacy

duty of care responsibilities applicable to non-teaching staff

equal employment opportunity (and associated equity and diversity principles)

work health and safety

organisational policies and procedures for responding to legislative issues, and how these are applied

potential hazards and risks for students resulting from breaches of relevant legislation or policy

requirements of industrial awards that directly impact the work role and related agreements

the similarities, differences and interrelationships between legal and ethical issues in the context of education support

potential legal and ethical issues and dilemmas that may arise and how to respond

conflict of interest:

identifying real and perceived conflicts of interest

responding to conflicts of interest

ways to constructively contribute to workplace improvements.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Assessment must ensure access to:

information technology for sourcing information and completing documentation

legislation or plain English documentation reflecting legislative requirements

templates and forms used for reporting

organisational policies and procedures for areas affected by legislation

components of industrial awards of direct relevance to worker role

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS034 Contribute to the planning and implementation of educational programs

Modification History

Release 1. CHCEDS034 Contribute to the planning and implementation of educational programs supersedes and is not equivalent to CHCEDS002 Assist in the implementation of planned educational programs and CHCEDS004 Contribute to organisation and management of classroom or centre.

Application

This unit describes the performance outcomes, skills and knowledge required to assist teachers in the planning and delivery of education programs. Classroom-level support is provided to ensure the learning environment is inclusive and relevant, and appropriately resourced and maintained. This includes routine classroom administration and operational functions.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Contribute to planning and preparation.	1.1. Contribute to planning in collaboration with teacher or other education professional. 1.2. Make contributions that reflect understanding of program objectives and outcomes and their relationship to current curriculum. 1.3. Prepare for implementation according to teacher direction, safety and legal requirements, school policies and procedures and job role.
2. Implement program under guidance of teacher.	2.1. Organise and distribute resources and student work as agreed. 2.2. Guide students in the location and use of relevant materials needed to participate in the lesson or activity. 2.3. Implement classroom strategies under teacher direction to support individual student needs. 2.4. Coordinate the provision of identified equipment and resources relevant to the program. 2.5. Identify and provide information that assists the teacher in establishing educational needs of students.
3. Contribute to a consistent and stable learning environment.	3.1. Clarify requirements and implement classroom routines appropriately. 3.2. Manage routine duties and tasks within established timeframe and according to school policies and procedures. 3.3. Promote cooperation and good relationships through positive approaches to work. 3.4. Identify possible environmental modifications that suit the individual needs of students according to established guidelines.
4. Contribute to individual and group assessment.	4.1. Accurately record and report observations as specified in the job role according to routine requirements. 4.2. Provide informed contributions to student reviews and case conferences when required.
5. Review the implementation of educational programs to identify potential strategies for improvement.	5.1. Evaluate program implementation to identify where improvements could be made. 5.2. Discuss outcomes with supervising teacher and share feedback to contribute to strategies for improvement. 5.3. Seek, acknowledge and act upon teacher feedback to improve own practice and identify development opportunities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are lisred below.
SKILLS	DESCRIPTION
Reading skills to:	interpret educational program information and curriculum documentation.
Writing skills to:	record information and observations according to organisational procedures.
Self-management skills to:	proactively seek opportunities to improve own work practice and conduct.

Unit Mapping Information

Release 1. CHCEDS034 Contribute to the planning and implementation of educational programs supersedes and is not equivalent to CHCEDS002 Assist in the implementation of planned educational programs and CHCEDS004 Contribute to organisation and management of classroom or centre.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS034 Contribute to the planning and implementation of educational programs

Modification History

Release 1. CHCEDS034 Contribute to the planning and implementation of educational programs supersedes and is not equivalent to CHCEDS002 Assist in the implementation of planned educational programs and CHCEDS004 Contribute to organisation and management of classroom or centre.

Performance Evidence

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

contribute to the preparation of three classroom programs

assist with implementation of classroom programs on three occasions and record observations for a total of three different students

perform the activities outlined in the performance criteria of this unit during a period of at least 100 hours in a classroom environment catering to students between the ages of five and 18 years, within at least one school in Australia.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role and responsibilities of an education support worker and specific understanding of work role and responsibilities in relation to program planning and implementation

education system policies and procedures

organisational policies and procedures as they apply to the work role:

maintaining confidentiality of student records

reviewing programs for future improvement

the process used by teachers to plan and implement educational programs

features and formats of curriculum documentation and how it is used in the classroom

different types of classroom support activities:

demonstrating skills

individual instruction

modifying environment or materials

monitoring student progress

observing and listening to student work

small group instruction

how to make and record student observations

factors that affect individual student needs:

age and development in relation to milestones

cultural background

disability

language background

personal attributes

preferred learning style

types of classroom routines in relation to:

start and finish of sessions

communication protocols:

between students

between students and teacher

ways in which the education support worker can promote cooperation and good relationships:

with teacher

with students

key aspects of the student review or case conference process:

what the process includes

terminology used

who may be involved

documentation and reporting requirements.

Assessment Conditions

Skills must be demonstrated in the workplace:

assistance with implementation of classroom programs must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

student information used to inform planning

curriculum information

teaching and learning resources

educational equipment and teaching aids

school policies and procedures

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS035 Contribute to student education in all developmental domains

Modification History

Release 1. CHCEDS035 Contribute to student education in all developmental domains supersedes and is not equivalent to CHCEDS003 Contribute to student education in all developmental domains.

Application

This unit describes the performance outcomes, skills and knowledge required to support the physical, social, emotional, cognitive and language development of students with a focus on the inclusion of all students.

This unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional to support student education according to established curriculum. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Contribute to the inclusion of all students.	1.1. Use positive communication that encourages students to recognise and affirm differences in personal learning styles and abilities. 1.2. Identify special requirements based on work with individual students and collaborate with others to facilitate access. 1.3. Support students from culturally or linguistically diverse backgrounds with orientation and learning using appropriate communication. 1.4. Recognise and respond to diverse approaches to study and learning with appropriate choice of support strategies.
2. Support physical development of students.	2.1. Identify the stages of physical development in relation to each phase of development in the current curriculum. 2.2. Use strategies, materials and resources that support physical development according to organisational policies and procedures. 2.3. Identify and report concerns about a student’s physical development to the teacher according to organisational policies and procedures.
3. Support the social and emotional development of students.	3.1. Identify the stages of social and emotional development in relation to each phase of development in the current curriculum. 3.2. Use strategies, materials and resources that support social and emotional development according to organisational policies and procedures. 3.3. Identify and report concerns about a student’s social or emotional development to the teacher according to organisational policies and procedures.
4. Support the cognitive development of students.	4.1. Identify the stages of cognitive development in relation to each phase of development in the current curriculum. 4.2. Use strategies, materials and resources that support cognitive development according to the organisational policies and procedures. 4.3. Identify and report student’s cognitive developmental progress to the teacher according to organisational policies and procedures.
5. Support the language development of students.	5.1. Identify the stages of language development in relation to each phase of development in the current curriculum. 5.2. Use strategies, materials and resources that support language development according to the organisational policies and procedures. 5.3. Identify and report student’s language developmental progress to the teacher according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret curriculum documents.
Writing skills to:	produce reports according to organisational procedures.
Oral communication skills to:	interact and engage with students to build rapport.

Unit Mapping Information

Release 1. CHCEDS035 Contribute to student education in all developmental domains supersedes and is not equivalent to CHCEDS003 Contribute to student education in all developmental domains.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS035 Contribute to student education in all developmental domains

Modification History

Release 1. CHCEDS035 Contribute to student education in all developmental domains supersedes and is not equivalent to CHCEDS003 Contribute to student education in all developmental domains.

Performance Evidence

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

implement strategies to support at least two students with different developmental support needs

assist above students on at least one occasion for each student in activities that collectively support learning in the following domains:

physical

social and emotional

cognitive

language

perform the activities outlined in the performance criteria of this unit during a period of at least 100 hours in a classroom environment catering to students between the ages of five and 18 years, within at least one school in Australia.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role and responsibilities of an education support worker and specific understanding of own work role and responsibilities

organisational policies and procedures as they apply to the work role

broad developmental stages of students between the age of five and 18 years in the following domains and how they interrelate:

physical

cognitive

language

social and emotional

curriculum planning cycle and process and how it is based on child development

curriculum and curriculum framework as it relates to all developmental areas

strategies, materials and resources that support the stages of development in each domain

cultural, linguistic and ability background of students and families and its impact on student development

strategies and communication that support inclusion of students

importance of confidentiality as it relates to information about children.

Assessment Conditions

Skills must be demonstrated in the workplace:

implementation of support strategies must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

student information used to inform planning

curriculum information

teaching and learning resources

organisational policies and procedures

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS036 Support the development of literacy and oral language skills

Modification History

Release 1. CHCEDS036 Support the development of literacy and oral language skills supersedes and is not equivalent to CHCEDS005 Support the development of literacy and oral language skills.

Application

This unit describes the performance outcomes skills and knowledge required to establish program guidelines, provide support, and monitor progress when working with students who need support with their reading, writing and oral language skills.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work within guidelines for a literacy program.	1.1. Read and interpret current teacher planning documents in relation to literacy curriculum. 1.2. Identify and access current literacy programs. 1.3. Identify and follow agreed recording systems as developed by the teacher. 1.4. Work within structure and guidelines of literacy program as directed by the teacher. 1.5. Select and modify resources that support literacy programs based on student needs. 1.6. Follow confidentiality procedures when handling student records.
2. Provide literacy support.	2.1. Use strategies that support literacy program and individual student needs as directed by teacher. 2.2. Encourage and support students to become independent, literate learners through positive feedback. 2.3. Support the accurate use of literacy conventions and processes through demonstration and opportunities for practice. 2.4. Use communication techniques that support effective interaction and learning. 2.5. Accurately record student progress according to organisational policies and procedures.
3. Monitor progress.	3.1. Evaluate literacy progress against program criteria. 3.2. Provide feedback and evaluation of student progress to teacher. 3.3. Review and adjust strategies based on monitoring and guidance from teacher.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Writing skills to:	record information and observations according to organisational procedures.
Oral communication skills to:	interact engage with students to build rapport.
Technology skills to:	use digital media to record, monitor and report on student progress according to organisational procedures.

Unit Mapping Information

Release 1. CHCEDS036 Support the development of literacy and oral language skills supersedes and is not equivalent to CHCEDS005 Support the development of literacy and oral language skills.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS036 Support the development of literacy and oral language skills

Modification History

Release 1. CHCEDS036 Support the development of literacy and oral language skills supersedes and is not equivalent to CHCEDS005 Support the development of literacy and oral language skills.

Performance Evidence

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

demonstrate understanding of the literacy requirements of teacher planning documents in two relevant curriculum areas

implement strategies to provide support to at least two different students as directed by the teacher in each of the following areas:

reading

writing

oral language

complete required records or reports for at least two students according to organisational procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role of education support worker in providing oral language, reading and writing support to students

organisational policies and procedures for:

maintaining confidentiality of student records

recording student progress

aspects of literacy:

link between oral language, reading and writing

skills required for oral language, reading and writing

the use of oral language, reading and writing for different purposes:

information

enjoyment

social

instructional

cultural

literacy for students with English as an additional language

genres and writing styles:

literary texts

everyday texts

mass-media texts

accurate spelling, grammar and punctuation

current curriculum content and associated literacy programs

strategies that assist to develop students’ oral language, reading and writing skills

communication techniques for use with students and teachers:

active listening

open questioning

providing clear directions and instructions

processes for monitoring and recording progress.

Assessment Conditions

Skills must be demonstrated in the workplace:

support activities with students must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

student information on which support is based

teacher planning documents

literacy teaching and learning resources

documentation templates for student reporting

organisational policies and procedures for:

maintaining confidentiality of student records

recording student progress

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS037 Support the development of numeracy skills

Modification History

Release 1. CHCEDS037 Support the development of numeracy skills supersedes and is not equivalent to CHCEDS006 Support the development of numeracy skills.

Application

This unit describes the performance outcomes, skills and knowledge required to implement numeracy programs as identified by the teacher to assist students requiring numeracy support.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work within guidelines for a numeracy program.	1.1. Read and interpret current teacher planning documents in relation to numeracy requirements. 1.2. Identify and access current numeracy programs. 1.3. Identify and follow agreed recording systems as developed by the teacher. 1.4. Work within structure and guidelines of numeracy program as directed by the teacher. 1.5. Select and modify resources that support numeracy programs based on student needs. 1.6. Follow confidentiality procedures when handling student records.
2. Provide numeracy support.	2.1. Use strategies that support numeracy program and individual needs as directed by teacher. 2.2. Select and implement activities that support understanding of numbers, use of number computations, measurement and numerical data. 2.3. Encourage the development of self-reliance in numeracy through positive feedback. 2.4. Use communication techniques that support effective interaction and learning. 2.5. Accurately record student progress according to organisational policies and procedures. 2.6. Maintain student confidentiality at all times.
3. Monitor progress.	3.1. Evaluate numeracy progress against program criteria. 3.2. Provide feedback and evaluation of student progress to teacher. 3.3. Review and adjust strategies based on monitoring and guidance from teacher.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Writing skills to:	record information and observations according to organisational procedures.
Oral communication skills to:	interact and engage with students to build rapport.
Numeracy skills to:	recognise what students are doing when working mathematically.
Technology skills to:	use digital media to record, monitor and report on student progress according to organisational procedures.

Unit Mapping Information

Release 1. CHCEDS037 Support the development of numeracy skills supersedes and is not equivalent to CHCEDS006 Support the development of numeracy skills.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS037 Support the development of numeracy skills

Modification History

Release 1. CHCEDS037 Support the development of numeracy skills supersedes and is not equivalent to CHCEDS006 Support the development of numeracy skills.

Performance Evidence

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

implement numeracy support strategies to provide support to at least two different students on at least one occasion for each student as directed by the teacher to:

recognise what students are doing when working mathematically

apply a model of learning suited to the student needs

complete records or reports as directed by the teacher for above students according to organisational procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

the role of education support worker in providing mathematics support to students

organisational policies and procedures for:

maintaining confidentiality of student records

recording student progress

aspects of numeracy:

skills and knowledge required by students to make meaning of numbers and basic computations

links between mathematical and numeracy processes and maths support strategies

basic mathematical concepts and operations relevant to the year levels and the needs of students in primary and secondary school

learning models and language used to support numeracy

questions that encourage critical thinking about mathematics and its use as a learning tool

language associated with numeracy and mathematical operations

communication techniques for use with students and teachers

active listening

open questioning

providing clear directions or instructions

processes for monitoring and recording progress.

Assessment Conditions

Skills must be demonstrated in the workplace:

support activities with students must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

student information on which support is based

curriculum information

teaching and learning resources

documentation templates for student reporting

organisational policies and procedures for:

maintaining confidentiality of student records

recording student progress

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS038 Communicate with students parents and colleagues in an Aboriginal or Torres Strait Islander language

Modification History

Release 2. Minor changes. Correction to Assessment Conditions. Equivalent outcome.

Release 1. CHCEDS038 Communicate with students, parents and colleagues in an Aboriginal or Torres Strait Islander language supersedes and is equivalent to CHCEDS009 Communicate with parents, students and colleagues in an Aboriginal or Torres Strait Islander language.

Application

This unit describes the performance outcomes, skills and knowledge required to use an Aboriginal or Torres Strait Islander language and traditional knowledge to communicate with people in a school environment.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Converse with others in an Aboriginal or Torres Strait Islander language.	1.1. Listen to and speak in an Aboriginal or Torres Strait Islander language using language conventions. 1.2. Participate in sustained interactions using appropriate vocabulary and grammar for the purpose of gathering or providing information.
2. Establish rapport and relationships to facilitate effective communication.	2.1. Clarify own role in professional relationship with students, parents and colleagues. 2.2. Establish, maintain and develop relationships by explaining issues or solving problems using appropriate and respectful language. 2.3. Build rapport with others through use of appropriate language.
3. Relay Aboriginal or Torres Strait Islander experiences and concepts to other professionals.	3.1. Identify and provide illustrations or examples of Aboriginal or Torres Strait Islander customs or concepts. 3.2. Use analogies that enhance meaning of cultural practices where there is no direct vocabulary available.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Initiative and enterprise skills to:	determine methods of relaying information in a culturally appropriate manner.

Unit Mapping Information

Release 2. Minor changes. Correction to Assessment Conditions. Equivalent outcome.

Release 1. CHCEDS038 Communicate with students, parents and colleagues in an Aboriginal or Torres Strait Islander language supersedes and is equivalent to CHCEDS009 Communicate with parents, students and colleagues in an Aboriginal or Torres Strait Islander language.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS038 Communicate with students parents and colleagues in an Aboriginal or Torres Strait Islander language

Modification History

Release 2. Minor changes. Correction to Assessment Conditions. Equivalent outcome.

Release 1. CHCEDS038 Communicate with students, parents and colleagues in an Aboriginal or Torres Strait Islander language supersedes and is equivalent to CHCEDS009 Communicate with parents, students and colleagues in an Aboriginal or Torres Strait Islander language.

Performance Evidence

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

use an Aboriginal or Torres Strait Islander language on at least two separate occasions in communications that collectively include all the following:

students

parents

colleagues

exchange of information

use of language that builds rapport.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role and responsibilities of an education worker and specific understanding of own work role and responsibilities

organisational policies and procedures as they apply to the work role

an Aboriginal or Torres Strait Islander language and its conventions including correct use of:

vocabulary and grammar

register

stress and intonation patterns

gesture to support language

types of communications where capacity to switch between an Aboriginal and/or Torres Strait Islander language and English is required:

questions and answers

gathering or providing information

negotiating agreement on points of view

traditional culture related to language group governing protocols of language use within a community

cultural and linguistic backgrounds of students and families

own culture, western systems and structures and how this impacts on Aboriginal and/or Torres Strait Islander culture

impacts of cultural, sub-cultural, social, religious, gender, age and language issues on attitudes towards education.

Assessment Conditions

Skills must be demonstrated in the workplace:

communication in the Aboriginal or Torres Strait Islander language must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

organisational policies and procedures

students and their families in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS039 Work effectively as an Aboriginal and/or Torres Strait Islander education worker

Modification History

Release 1. CHCEDS039 Work effectively as an Aboriginal and/or Torres Strait Islander education worker supersedes and is not equivalent to CHCEDS010 Work effectively as an Aboriginal or Torres Strait Islander education worker.

Application

This unit describes the performance outcomes, skills and knowledge required for an Aboriginal and/or Torres Strait Islander education support worker to manage their work performance in a school.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

An Aboriginal and/or Torres Strait Islander education worker is generally drawn from the local community because of their fluency in a specific language, kinship relationships within the community, a level of knowledge of and respect for traditional culture, and capacity to interact in the wider community.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Manage personal work tasks.	1.1. Maintain work diary to timetable appointments and document liaison with Aboriginal and/or Torres Strait Islander students, families and others as required. 1.2. Prioritise tasks according to organisation’s goals. 1.3. Assess and organise competing demands within time and resource constraints to provide an effective and responsive service.
2. Model high standards of personal performance, ethics and integrity.	2.1. Serve as a role model for Aboriginal and/or Torres Strait Islander students and community according to performance standards. 2.2. Demonstrate personal and professional integrity to engender confidence and respect. 2.3. Follow organisational policies and procedures.
3. Assist and support other personnel.	3.1. Interact with others to promote a productive and harmonious school environment. 3.2. Provide encouragement, support and advice to colleagues. 3.3. Provide informative and constructive feedback to other personnel in a positive manner. 3.4. Seek feedback on own work performance from supervisors or colleagues.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret organisational policies and procedures.
Writing skills to:	record details of own work according to organisational policies and procedures.
Oral communication skills to:	use listening and questioning to seek information and confirm understanding.
Numeracy skills to:	interpret numerical information in relation to timeframes.
Problem-solving skills to:	identify issues in relation to scheduling and prioritising tasks and determine actions to address them.
Self-management skills to:	organise work to ensure deadlines and objectives are met.

Unit Mapping Information

Release 1. CHCEDS039 Work effectively as an Aboriginal and/or Torres Strait Islander education worker supersedes and is not equivalent to CHCEDS010 Work effectively as an Aboriginal or Torres Strait Islander education worker.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS039 Work effectively as an Aboriginal and/or Torres Strait Islander education worker

Modification History

Release 1. CHCEDS039 Work effectively as an Aboriginal and/or Torres Strait Islander education worker supersedes and is not equivalent to CHCEDS010 Work effectively as an Aboriginal or Torres Strait Islander education worker.

Performance Evidence

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

follow organisational policies and procedures to schedule and complete three workplace tasks, including:

identifying own responsibilities and their links to organisational requirements

identifying and sourcing required resources and assistance

identifying and addressing issues that may impact ability to complete task

identifying any opportunities for improvement upon completion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role and responsibilities of an Aboriginal and/or Torres Strait Islander education worker and specific understanding of own work role and responsibilities

organisational policies and procedures as they apply to the work role

relationship between own work goals and plans and the organisation’s goals and plans

key features of the learning and development process and how this relates to own work role

features of personal and professional integrity:

honesty

showing consistency

following relevant codes of ethics

being unbiased

characteristics of a role model:

a person looked to by others in Aboriginal and/or Torres Strait Islander education work as an example to be followed in areas including:

respect for Elders and culture

respect for Australian values

high standards of personal behaviour

reliability

community health issues and their potential impact on learning

traditional culture related to language group governing protocols of language use within a community

impacts of cultural, sub-cultural, social, religious, gender, age and language issues on attitudes towards education

cultural and linguistic backgrounds of students and families

availability of resources and assistance within, and external to, the organisation.

Assessment Conditions

Skills must be demonstrated in the workplace:

communication activities must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

organisational policies and procedures

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS040 Search and access online information

Modification History

Release 1. CHCEDS040 Search and access online information supersedes and is not equivalent to CHCEDS011 Search and assess online information.

Application

This unit describes the performance outcomes, skills and knowledge required to determine information requirements in consultation with a teacher, and then locate and retrieve that information using digital technologies.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine information requirements.	1.1. Identify and clarify the purpose and scope of information required in consultation with teacher. 1.2. Locate possible internal and external sources of online information following organisational policies and procedures for internet access and use.
2. Locate online information.	2.1. Find and use search engines to identify relevant websites and databases. 2.2. Use logic and research to identify key words and phrases for the search. 2.3. Navigate websites and databases to locate information using key words and phrases identified for the topic. 2.4. Access sufficient information to meet the needs of the research brief.
3. Retrieve, evaluate and report on information.	3.1. Download and use information according to requirements of research task. 3.2. Ensure information is sufficient, current and accurate to meet requirements. 3.3. Meet legal and ethical requirements relating to copyright and protection of information. 3.4. Present information to teacher in required format.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	apply key search words and phrases source, interpret and sort relevant online information.
Learning skills to:	locate relevant information to research brief.
Problem-solving skills to:	identify deficiencies in information and address by ongoing searches.
Initiative and enterprise skills to:	determine suitable source of information relevant to research brief.

Unit Mapping Information

Release 1. CHCEDS040 Search and access online information supersedes and is not equivalent to CHCEDS011 Search and assess online information.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS040 Search and access online information

Modification History

Release 1. CHCEDS040 Search and access online information supersedes and is not equivalent to CHCEDS011 Search and assess online information.

Performance Evidence

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

source, assess and report on online information in response to three different research briefs, including:

identifying research requirements and objectives

determining appropriate and credible sources for information

gathering, organising and presenting information in a logical manner and according to organisational policies and procedures

seeking feedback to confirm information supplied meets requirements of the brief and addressing any discrepancies.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic online research techniques:

use of search engines and key words

how to identify credible sources

how to distinguish between relevant and irrelevant information

how to summarise information

basic aspects of copyright, moral and intellectual property rights in relation to educational use:

what information can be used

when permission is needed to use information

how information should be referenced or credited

organisational policies and procedures for internet access and use.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

research briefs

information technology for research

organisational policies and procedures for internet access and use

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS041 Set up and sustain learning areas

Modification History

Release 1. CHCEDS041 Set up and sustain learning areas supersedes and is not equivalent to CHCEDS004 Contribute to organisation and management of classroom or centre and CHCEDS012 Set up and sustain individual and small group learning areas.

Application

This unit describes the performance outcomes, skills and knowledge required to create, maintain and monitor individual and/or small group learning environments. This may include a learning activity area in a classroom, library or home-based learning environment, or a virtual learning environment.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to provide education support to students.	1.1. Prepare activities and daily requirements in advance to support individual student needs. 1.2. Establish and accurately document daily routines for students. 1.3. Clarify and confirm understanding of teacher requirements and ensure consistent interpretation and application. 1.4. Review progress regularly and identify future requirements.
2. Organise learning resources.	2.1. Organise learning resources that are suitable for the student and the education support worker. 2.2. Establish systems and processes to access learning resources according to organisational policies and procedures. 2.3. Instruct students on how to use the resource organisation system.
3. Create a positive learning space.	3.1. Construct a learning space within resource constraints under the guidance of the teacher or supervisor. 3.2. Select and prepare equipment and materials suitable for learning activities in collaboration with the teacher or supervisor. 3.3. Identify and respond to age requirements and mix, based on individual situation needs. 3.4. Facilitate learning using techniques that make the environment positive and stimulating.
4. Manage a learning timetable.	4.1. Implement learning activities as directed by teachers. 4.2. Coordinate content of learning activities to maintain an appropriate timetable structure. 4.3. Respond to interruptions and contingencies with minimum disruption to learning.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret educational program information and curriculum documentation.
Oral communication skills to:	ask open and closed questions and actively listen to seek information from teacher and confirm understanding.
Numeracy skills to:	interpret numerical information in relation to timeframes.
Technology skills to:	access and record activities, routines and schedules according to organisational policies and procedures using digital media.

Unit Mapping Information

Release 1. CHCEDS041 Set up and sustain learning areas supersedes and is not equivalent to CHCEDS004 Contribute to organisation and management of classroom or centre and CHCEDS012 Set up and sustain individual and small group learning areas.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS041 Set up and sustain learning areas

Modification History

Release 1. CHCEDS041 Set up and sustain learning areas supersedes and is not equivalent to CHCEDS004 Contribute to organisation and management of classroom or centre and CHCEDS012 Set up and sustain individual and small group learning areas.

Performance Evidence

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

create two positive learning spaces:

one for an individual

one for a small group

use at least three different techniques to create a positive and stimulating learning environment for each of the above spaces.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for accessing resources

different types of customised learning spaces, both physical and virtual

what constitutes a positive and stimulating environment for learning for primary and secondary students

features, techniques and equipment required to create different learning environments

resources available for the support of individual or group learning

learning technologies.

Assessment Conditions

Skills must be demonstrated in the workplace:

performance evidence may be collected through authenticated third-party reports

third party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

learning activities for which spaces are created

a resource organisation system

equipment and materials for creation of the space

organisational policies and procedures for accessing resources

students for whom spaces are created

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS042 Provide support for e-learning

Modification History

Release 1. CHCEDS042 Provide support for e-learning supersedes and is not equivalent to CHCEDS013 Use an e-learning management system.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for, implement and review student e-learning in the context of a pre-arranged course or program.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to support e-learning.	1.1. Identify and access resources and processes that support and enable e-learning according to organisational requirements. 1.2. Check functional effectiveness of e-learning management system against requirements. 1.3. Identify any issues impacting effectiveness of e-learning management system and report to supervisor.
2. Implement e-learning support.	2.1. Confirm learning outcomes with students and teachers and establish access to e-learning technology and materials according to individual needs and the e-learning strategy. 2.2. Assist students through identified personal and technical support mechanisms and manage contingencies according to organisational policies and procedures. 2.3. Use learning management system to track e-learning progress and outcomes according to the learning strategy and privacy requirements.
3. Review e-learning.	3.1. Review the e-learning program for applicability to student needs and the organisation’s capacity to support the process. 3.2. Obtain feedback from students about their level of satisfaction with e-learning against set criteria. 3.3. Gather feedback from other stakeholders on the use of the e-learning management system and e-learning approaches generally. 3.4. Use feedback to identify areas for follow-up or improvement and document recommended changes in accordance with organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	review e-learning programs and feedback.
Writing skills to:	produce accurate, informative reports.
Oral communication skills to:	ask open and closed questions and actively listen to seek information from teachers and students and confirm understanding.
Problem-solving skills to:	identify hardware and software issues and contingencies to rectify.
Technology skills to:	navigate and use appropriate functions of an e-learning management system

Unit Mapping Information

Release 1. CHCEDS042 Provide support for e-learning supersedes and is not equivalent to CHCEDS013 Use an e-learning management system.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS042 Provide support for e-learning

Modification History

Release 1. CHCEDS042 Provide support for e-learning supersedes and is not equivalent to CHCEDS013 Use an e-learning management system.

Performance Evidence

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

set up and use an e-learning management system to support work with two different students on at least one occasion for each student, including each of the following:

confirming the desired learning outcome for the student

testing and using communication and download and upload features

identifying and managing contingencies if issues arise

evaluating effectiveness and providing feedback.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

e-learning management systems and associated organisational policies and procedures currently available for the relevant work context, and their benefits and limitations

organisational processes to evaluate and review e-learning to improve outcomes

basic principles of the operation of the internet

relevant legislation and industry codes of practice relating to:

copyright

cyber-bullying

privacy

work health and safety

core features of e-learning systems:

types of communication with student cohort

process for uploading and downloading of materials

management of work

considerations when using an e-learning platform:

course content

course structure

presentation styles

technologies

student outcomes

organisational outcomes

support mechanisms for students undertaking e-learning programs:

online teacher or facilitator

site-based teacher or facilitator

site-based or virtual peer group

help desk or technical experts

user manuals, instructions and guides

learning process in an e-learning environment and specific considerations for:

communication

motivation and momentum

levels of support.

Assessment Conditions

Skills must be demonstrated in the workplace:

performance evidence may be collected through direct observation by the assessor or authenticated third-party reports

third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

e-learning management system

an existing e-learning program

organisational policies and procedures for e-learning

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS043 Support students with English as an additional language

Modification History

Release 1. CHCEDS043 Support students with English as an additional language supersedes and is equivalent to CHCEDS014 Support students with English as a second language.

Application

This unit describes the performance outcomes, skills and knowledge required to provide and monitor support to students who have English as an additional language (EAL).

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Facilitate communication between student, school and home.	1.1. Use linguistically and culturally appropriate communication to facilitate interactions between student, school and parent/carer/guardian. 1.2. Identify communication needs and organise the use of interpreters or translators when required, in consultation with teacher.
2. Implement English as an Additional Language (EAL) support program.	2.1. Implement EAL support according to program specifications and student needs as directed by the teacher or support service personnel. 2.2. Identify and respond to cultural needs in a sensitive and appropriate manner. 2.3. Maintain student confidentiality according to school policies and procedures. 2.4. Provide information to school staff and liaise with other professionals according to program guidelines.
3. Monitor student EAL program.	3.1. Evaluate and report student progress against nominated milestones. 3.2. Identify, investigate and discuss progress of language acquisition, with the EAL specialist or classroom teacher. 3.3. Advocate for the student according to their individual needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Writing skills to:	record information and observations according to organisational procedures.
Oral communication skills to:	interact and engage with students to build rapport use listening and questioning to seek information and confirm understanding.
Problem-solving skills to:	identify actions to address issues and barriers in a culturally appropriate manner.
Initiative and enterprise skills to:	facilitate understanding of cross-cultural issues and beliefs.
Teamwork skills to:	share information to provide support in line with organisational policies and procedures.

Unit Mapping Information

Release 1. CHCEDS043 Support students with English as an additional language supersedes and is equivalent to CHCEDS014 Support students with English as a second language.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS043 Support students with English as an additional language

Modification History

Release 1. CHCEDS043 Support students with English as an additional language supersedes and is equivalent to CHCEDS014 Support students with English as a second language.

Performance Evidence

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

facilitate interaction between student, school and home using appropriate communication on two occasions

implement an EAL support program for three different students

support EAL programs in each of the following contexts at least once:

providing individual student support

providing support to a group of students.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

features of EAL programs and how they are delivered and monitored

stages by which students acquire English language skills

awareness of English language

development of vocabulary

producing words and sentences to communicate

building fluency

support strategies and their use:

modelling of oral communication

reading support

reviewing work

factors affecting language acquisition:

limited opportunities for practice

cultural issues

health issues

immigration issues, common indicators and responses:

cultural disorientation

post-traumatic stress

integration issues

lack of security

potential implications of cultural issues in the classroom and responses

communication techniques and their specific application to interaction with people for whom English is an additional language.

Assessment Conditions

Skills must be demonstrated in the workplace:

implementation of programs must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

student information to inform planning

EAL program specifications

teaching and learning resources

organisational policies and procedures

students in a school (both individuals and groups) for whom English is not their native language

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS044 Support development of student research skills

Modification History

Release 1. CHCEDS044 Support development of student research skills supersedes and is equivalent to CHCEDS015 Support development of student research skills.

Application

This unit describes the performance outcomes, skills and knowledge required to determine student information requirements, provide advice to students on research skills and encourage evaluation of information.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine student information requirements.	1.1. Identify information required by the student in consultation with teacher. 1.2. Identify reason for student request for support and prior efforts to access information. 1.3. Identify additional sources of information and type of assistance required. 1.4. Assist student to identify key questions to inform the research from review of task.
2. Assist students to source and reference information.	2.1. Support students to extend their research skills through provision of information and demonstration of skills. 2.2. Demonstrate use of reference tools and equipment using developmentally appropriate communication techniques. 2.3. Advise students on alternative sources of information. 2.4. Inform students of access constraints regarding use of reference tools, equipment and information according to organisational policies and procedures.
3. Encourage students to evaluate information.	3.1. Promote students’ independent use of available resources by providing opportunities for guided practice. 3.2. Encourage students to evaluate information and provide techniques for the process. 3.3. Support students to assemble information in an appropriate format based on requirements of the task.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	source, interpret and sort relevant information.
Oral communication skills to:	use listening and questioning to seek information and confirm understanding.
Initiative and enterprise skills to:	identify and evaluate relevance of various sources of information.
Technology skills to:	navigate and use appropriate functions of computer and digital resources.

Unit Mapping Information

Release 1. CHCEDS044 Support development of student research skills supersedes and is equivalent to CHCEDS015 Support development of student research skills.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS044 Support development of student research skills

Modification History

Release 1. CHCEDS044 Support development of student research skills supersedes and is equivalent to CHCEDS015 Support development of student research skills.

Performance Evidence

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

provide skills support for student research for three different information requirements, that collectively involve all of the following:

use of multiple sources

use of two different referencing tools

two different final format requirements for researched information.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for:

assisting students in research projects

accessing external information

features of the organisation’s resource centre and information management process

sources for answering common student requests

techniques and tools for developing student research skills

features and use of different bibliographic tools

online research skills:

use of search engines and key words

how to identify credible sources

how to distinguish between relevant and irrelevant information

how to summarise information

copyright, moral rights and intellectual property requirements and appropriate referencing.

Assessment Conditions

Skills must be demonstrated in the workplace:

provision of support with research skills must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

information requirements

information technology for research

referencing tools or systems

organisational policies and procedures for research activities

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS045 Support student mathematics learning

Modification History

Release 1. CHCEDS045 Support student mathematics learning supersedes and is equivalent to CHCEDS019 Support students' mathematics learning.

Application

This unit describes the performance outcomes, skills and knowledge required to work with teachers to support primary or secondary students to develop mathematics skills in number and algebra, measurements and geometry, and statistics and probability as included in current curriculum documents.

These skills and knowledge enable education support workers to work with the teacher to reinforce mathematics skills across the curriculum.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Monitor mathematics skills.	1.1. Monitor students’ understanding and use of mathematics through observation, listening and conversation. 1.2. Provide information to teacher to inform planning based on observations. 1.3. Identify progress of acquisition of mathematics skills for numeracy and discuss with the teacher.
2. Support students to develop mathematics skills.	2.1. Determine appropriate strategies for supporting students in the application of mathematics skills in consultation with the teacher. 2.2. Implement planned strategies and scaffolding to enhance the abilities of students and address their individual needs. 2.3. Encourage students to problem-solve using mathematics knowledge and skills and make links to everyday life contexts. 2.4. Use activities and examples to demonstrate different mathematical functions. 2.5. Use explicit talk to focus students on specific mathematics knowledge and skills.
3. Enhance students’ mathematics knowledge and skills through structured activities.	3.1. Use accurate mathematics terminology and concepts, as planned with teacher, to support student’s learning. 3.2. Encourage students to improve mental computation and calculation skills using strategies appropriate to student’s developmental levels. 3.3. Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology. 3.4. Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret teacher planning documents.
Oral communication skills to:	interact and engage with students to build rapport and provide encouragement.
Problem-solving skills to:	provide support to students and determine methods to appropriately scaffold their learning according to their individual ability.
Initiative and enterprise skills to:	use appropriate support strategies when opportunities arise.

Unit Mapping Information

Release 1. CHCEDS045 Support student mathematics learning supersedes and is equivalent to CHCEDS019 Support students' mathematics learning.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS045 Support student mathematics learning

Modification History

Release 1. CHCEDS045 Support student mathematics learning supersedes and is equivalent to CHCEDS019 Support students' mathematics learning.

Performance Evidence

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

contribute to the development of support strategies for two students who are at different levels of mathematical ability and adapt and incorporate strategies and resources appropriate to learner needs

implement above support strategies on at least one occasion for each student and report to teacher on student outcomes to inform future planning.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

the role of education support workers in implementing planned mathematics activities with students

differences between the roles and responsibilities of teachers and education support workers

assessment methodologies and how they are used in mathematics:

formative

summative

standardised testing

key content strands of current mathematics curriculum:

number and algebra

measurement and geometry

statistics and probability

terminology and concepts associated with mathematics and numeracy as used by supervising teacher:

vocabulary

symbols

displays such as graphs and tables

units of measurement

mathematical conventions

factors affecting acquisition of mathematics skills:

limited opportunities for practice

health issues

socio-economic issues

home language other than English

level of confidence

planned or incidental learning opportunities

questioning techniques that can be used to scaffold learning and assist students to problem-solve.

Assessment Conditions

Skills must be demonstrated in the workplace:

implementation of strategies must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Skills related to resource adaptation may be demonstrated outside of the workplace but must be based on work in a primary or secondary school in Australia.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

student information to inform planning

maths curriculum information

maths support resources in the areas of:

number and algebra

measurement and geometry

statistics and probability

organisational policies and procedures for support programs

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS046 Support student literacy learning

Modification History

Release 1. CHCEDS046 Support student literacy learning supersedes and is not equivalent to CHCEDS020 Support students’ literacy learning.

Application

This unit describes the performance outcomes, skills and knowledge required to work with teachers to support primary or secondary students to develop literacy skills, including oral language, reading and writing skills. It includes the ability to develop literacy resources.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Encourage and model spoken language.	1.1. Identify and use different styles of verbal communication. 1.2. Demonstrate the correct use and different functions of language in interactions. 1.3. Monitor student understanding and use of language through observation, listening and conversation, and provide information to teachers to inform planning. 1.4. Identify progress of language acquisition and discuss with the teacher. 1.5. Use language appropriate to student culture, age, abilities, interests and needs. 1.6. Use spoken language to effectively interact with students. 1.7. Talk explicitly about language to scaffold learning. 1.8. Model language for students appropriate to situation, purpose and audience.
2. Support students to read and interpret texts.	2.1. Determine strategies for supporting students to interpret texts in consultation with the teacher. 2.2. Implement planned strategies to enhance student abilities and address their individual needs. 2.3. Encourage students to problem-solve to make meaning from texts. 2.4. Use explicit talk to focus students on specific literacy skills.
3. Enhance student’s writing skills.	3.1. Implement strategies devised with teacher to develop student’s skills in the use of written language. 3.2. Use accurate terminology to support student’s learning. 3.3. Use planned strategies to reinforce writing skills across all key learning areas. 3.4. Encourage students to improve spelling skills using strategies appropriate to student’s developmental levels. 3.5. Support students to plan their writing tasks through demonstration and explanation. 3.6. Encourage students to reflect on the effectiveness of their writing through use of questioning. 3.7. Support students to effectively edit their writing through demonstration and provision of opportunities for practice.
4. Contribute to resource development.	4.1. Plan learning environments and activities in advance with the teacher based on individual needs. 4.2. Contribute ideas for resource design that reinforce literacy skills, while fulfilling curriculum requirements and meet developmental levels. 4.3. Follow organisational procedures for the production of resources.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Oral communication skills to:	interact and engage with students to build rapport and provide encouragement.
Problem-solving skills to:	provide support to students and determine methods to appropriately scaffold their learning according to their individual ability.
Initiative and enterprise skills to:	use appropriate support strategies when opportunities arise.

Unit Mapping Information

Release 1. CHCEDS046 Support student literacy learning supersedes and is not equivalent to CHCEDS020 Support students’ literacy learning.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS046 Support student literacy learning

Modification History

Release 1. CHCEDS046 Support student literacy learning supersedes and is not equivalent to CHCEDS020 Support students’ literacy learning.

Performance Evidence

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

contribute to the development and implementation of strategies for two students with differing literacy needs

support students with each of the following aspects of literacy on at least one occasion:

oral communication

reading

writing

spelling

contribute to the development of two literacy resources with guidance from the teacher.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

differences between the roles and responsibilities of teachers and education support workers

relationships between spoken language and literacy

styles of oral communication:

formal or informal

transactional

recounting

reciting or reading aloud

questioning

functions of language:

informative

expressive

directive

influencing

relationship building

factors affecting acquisition of language skills:

limited opportunities for practice

health issues

socio-economic issues

home language other than English

level of confidence

planned or incidental learning opportunities

definition of ‘texts’ and types of texts that students need to interpret:

literary

everyday

mass-media

explicit talk that supports student comprehension

terminology of literacy as used by supervising teacher

questioning techniques that scaffold learning and assist students to problem-solve

language and literacy developmental continuum applicable to primary and secondary students

support strategies for each of the following:

oral language

reading

spelling

writing.

Assessment Conditions

Skills must be demonstrated in the workplace:

implementation of strategies must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Skills related to resource development may be demonstrated outside of the workplace but must be based on work in a primary or secondary school in Australia.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

student information to inform planning

literacy support resources in the areas of:

oral language

reading

spelling

writing

organisational policies and procedures for support programs

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS047 Assist in facilitation of student learning

Modification History

Release 1. CHCEDS047 Assist in facilitation of student learning supersedes and is not equivalent to CHCEDS021 Assist in facilitation of student learning.

Application

This unit describes the performance outcomes, skills and knowledge required to facilitate and monitor student learning according to principles of practice used in a school.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish an environment conducive to student learning.	1.1. Confirm the teaching and learning approach and its principles of practice with teacher. 1.2. Identify and confirm requirements for the specified activity through interpretation of the learning program. 1.3. Meet specified needs of students in planning and preparation phase and confirm relevant principles of practice with teacher. 1.4. Select and modify required resources that support the learning approach prior to the activity. 1.5. Establish a positive, mutually respectful relationship with students using communication and interpersonal skills that match the student/group.
2. Facilitate the learning process.	2.1. Interact with students in ways that reflect and support principles of practice according to student learning styles. 2.2. Conduct learning activities according to provided programs and directions. 2.3. Identify and take opportunities to enhance learning activities within the scope of the principles of practice.
3. Support and monitor student learning.	3.1. Monitor, document and report student progress to supervising teacher to ensure learning outcomes are being achieved. 3.2. Adjust and modify delivery strategies to meet emerging needs and unanticipated situations. 3.3. Encourage students to reflect on personal learning achievements and learning experiences. 3.4. Manage student interactions to encourage effective participation and ensure positive relationships are maintained. 3.5. Use techniques to guide behaviour according to organisational policies and procedures. 3.6. Maintain, store and secure student records according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	comprehend content of teacher planning documents.
Writing skills to:	record information and observations according to organisational procedures.
Oral communication skills to:	interact and engage with students to build rapport use listening and questioning skills to seek information and confirm understanding.
Initiative and enterprise skills to:	use appropriate support strategies when opportunities arise.
Technology skills to:	use computers and digital media to record, monitor and report on student progress according to organisational procedures.

Unit Mapping Information

Release 1. CHCEDS047 Assist in facilitation of student learning supersedes and is not equivalent to CHCEDS021 Assist in facilitation of student learning.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS047 Assist in facilitation of student learning

Modification History

Release 1. CHCEDS047 Assist in facilitation of student learning supersedes and is not equivalent to CHCEDS021 Assist in facilitation of student learning.

Performance Evidence

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

establish a learning environment and facilitate the learning process for each of the following on two occasions:

one for a small group

one for an individual

respond appropriately to guide student behaviour on at least two occasions

report on the progress of two students

perform the activities outlined in the performance criteria of this unit during a period of at least 100 hours in at least one school in Australia.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

the different responsibilities of teachers and education support workers for student learning outcomes

education system’s policies and procedures

organisational policies and procedures

interpersonal skills that influence positive student and staff interactions

reading, writing, language and numeracy competence required to perform effectively in an education support role

contemporary learning approaches and practices:

direct instruction

use of games and activities

use of technologies

provision of opportunities for students to apply their learning on their own or in groups

provision of opportunities for students to reflect on and reinforce their own learning

principles of practice for the identified school environment:

underpinning elements that reflect the theory of learning being used

teaching and learning approaches of teachers

student learning styles and how they influence learning outcomes:

aural

kinaesthetic

visual

learning process

features and formats of curriculum documentation:

how to interpret

how they are used in the classroom

organisation’s process and procedures for working with students and supporting behaviour

legislation, its purpose and key requirements that impact individual workers facilitating learning relating to:

anti-discrimination

child protection

confidentiality and privacy

duty of care responsibilities applicable to non-teaching staff

work health and safety.

Assessment Conditions

Skills must be demonstrated in the workplace:

facilitation of the learning process must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

student information to inform planning

curriculum information

teaching and learning resources

principles of practice

organisational policies and procedures for education support activities

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS048 Work with students in need of additional learning support

Modification History

Release 2. Minor changes. Equivalent outcome.

Release 1. CHCEDS048 Work with students in need of additional learning support supersedes and is not equivalent to CHCEDS022 Work with students in need of additional support.

Application

This unit describes the performance outcomes, skills and knowledge required to contribute to the planning and implementation of strategies to support students who have challenges that may limit their access to the curriculum and its outcomes.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Contribute to team planning for students in need of additional support.	1.1. Identify, in collaboration with the teacher, the specific learning needs of individual student. 1.2. Identify existing or potential barriers to learning. 1.3. Provide observations to the education team to inform planning for student requiring additional learning support. 1.4. Develop expectations for student using a collaborative approach under the guidance of the teacher. 1.5. Contribute to strategies developed by the education team to improve student access to learning. 1.6. Identify and assemble required resources, modifying or adapting activities based on student needs with guidance from teacher.
2. Provide support to students in need of additional support.	2.1. Implement planned strategies to meet the needs of individual student. 2.2. Use inclusive approaches and encourage student in ways which promote their positive self-concept and self-esteem. 2.3. Use language, equipment, materials and strategies suited to individual student needs. 2.4. Provide student with regular opportunities for practising new skills. 2.5. Monitor student progress and inform teachers on a regular basis. 2.6. Provide suggestions to teachers to improve learning opportunities for student.
3. Respond to indicators of risk to student emotional wellbeing.	3.1. Identify and report uncharacteristic student behaviour that may indicate a risk to student emotional wellbeing. 3.2. Respond to indicators of potential risk according to organisational policies and procedures. 3.3. Report behaviours which may pose a risk to student emotional wellbeing to teachers or other team members, according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Writing skills to:	record information and observations according to organisational policies and procedures.
Oral communication skills to:	use listening and questioning skills to seek information and confirm understanding.
Technology skills to:	facilitate the use of assistive technologies according to student needs.

Unit Mapping Information

Release 2. Minor changes. Equivalent outcome.

Release 1. CHCEDS048 Work with students in need of additional learning support supersedes and is not equivalent to CHCEDS022 Work with students in need of additional support.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS048 Work with students in need of additional learning support

Modification History

Release 2. Minor changes. Equivalent outcome.

Release 1. CHCEDS048 Work with students in need of additional learning support supersedes and is not equivalent to CHCEDS022 Work with students in need of additional support.

Performance Evidence

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

contribute to, and implement, support strategies for two students in need of additional learning support on at least one occasion for each student

respond appropriately to two different situations where there are indicators of risk to the emotional wellbeing of the student.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role and responsibilities of an education support worker and specific understanding of own work role and responsibilities

education system policies and procedures

organisational policies and procedures for students with additional needs

communication and collaboration requirements between different people involved in student learning and its importance in providing support for additional needs

language, literacy and numeracy support techniques appropriate to the phase of learning

reasons that some students may require additional support:

cognitive ability

physical capacity

emotional issues

medical conditions

psychological conditions

social issues

trauma

giftedness

support strategies for different types of needs:

adjustments to program or activities

adaptations to resources

use of assistive technologies

behavioural support techniques

individual or peer support

structuring of tasks

arrangement of learning space

features of an inclusive approach

individual learning plans:

what they are

how they are developed

how they are implemented and monitored

classroom safety considerations and how to respond within the scope of the education support role

potential indicators of risk to student emotional wellbeing and appropriate responses to these:

changes in attention and concentration

changes in interaction with peers

agitation

sadness or lethargy

losing interest in activities usually enjoyed

changes in perception of self-image

physical symptoms or visits to the sick-bay

lack of interest in eating

talking about death or suicide.

Assessment Conditions

Skills must be demonstrated in the workplace:

implementation of support strategies must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Skills related to responding to risk may be demonstrated through simulated activities and scenarios.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

individual student information to inform planning

individual learning plans

teaching and learning resources

organisational policies and procedures for learning support for those with additional needs

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS049 Supervise students outside the classroom

Modification History

Release 1. CHCEDS049 Supervise students outside the classroom supersedes and is equivalent to CHCEDS023 Supervise students outside the classroom.

Application

This unit describes the performance outcomes, skills and knowledge required to supervise students in school grounds and community settings during sporting, recreational and other activities outside the classroom environment.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify potential risks.	1.1. Assess the environment for physical hazards and impediments to the active supervision of students. 1.2. Identify physical, psychological and logistical risks to be considered in the risk evaluation. 1.3. Use planning strategies and organisational policies and procedures to address identified risks and hazards in activities. 1.4. Access information about needs of students to inform the supervisory process. 1.5. Review information about student health and medical needs and use to inform decisions.
2. Use positive student management techniques.	2.1. Establish expectations for student behaviour in advance of the activity according to the organisation’s positive behaviour support plan. 2.2. Model positive interactions with students and other adults at all times. 2.3. Use verbal and non-verbal techniques that acknowledge and influence student behaviour. 2.4. Supervise and monitor area of responsibility and students, and respond to situations in a timely manner. 2.5. Use planned strategies in a timely manner to prevent escalation of incidents.
3. Maintain calm and confident demeanour.	3.1. Monitor and control personal stress levels through use of recognised techniques. 3.2. Articulate verbal directions in a clear and moderate tone and repeat this where necessary. 3.3. Assess situations and determine suitable action based on situation severity. 3.4. Summon assistance when necessary using the organisation’s planned methods of communication. 3.5. Follow organisational debriefing and reporting processes.
4. Review and reflect on the effectiveness of strategies and performance.	4.1. Evaluate the effectiveness of strategies through collaboration with other members of the education team. 4.2. Reflect on own performance and identify strengths, weaknesses and opportunities for improvement. 4.3. Identify potential for changed approaches and follow organisational policies and procedures for revision.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret information about student needs interpret organisational strategies, policies and procedures.
Writing skills to:	produce reports according to organisational procedures.
Initiative and enterprise skills to:	use appropriate support strategies when opportunities arise.

Unit Mapping Information

Release 1. CHCEDS049 Supervise students outside the classroom supersedes and is equivalent to CHCEDS023 Supervise students outside the classroom.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS049 Supervise students outside the classroom

Modification History

Release 1. CHCEDS049 Supervise students outside the classroom supersedes and is equivalent to CHCEDS023 Supervise students outside the classroom.

Performance Evidence

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

conduct a risk analysis for two different types of activities, each one taking place in a different location outside of the classroom

supervise two different groups of students outside the classroom (minimum group size of five)

demonstrate use of positive behaviour support techniques in situations that collectively include each of the following on at least one occasion:

physical play

conflict between students

transition between different locations.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

responsibilities of the education support worker when supervising students in non-classroom environments

principles of active supervision:

awareness of environment

positioning

interaction with students and adults

scanning and listening

awareness of group and individual dynamics

supportive behaviour and communication techniques appropriate to the school environment and students

verbal and non-verbal techniques used to influence student behaviour:

short clear and consistent instructions

firm, calm tone of voice

encouraging through body language and gestures

defusing

eye contact and positioning of self and student

facial expressions

the factors that influence student behaviour

sources of additional information about students to be supervised

potential hazards:

logistical

psychological

physical

techniques for managing personal stress in the workplace

organisational strategies, policies and procedures for:

risk analysis and management

behaviour expectations and management

incident and emergency reporting

evaluation of risk management strategies and own performance.

Assessment Conditions

Skills must be demonstrated in the workplace:

supervision of students must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Skills related to risk analysis may be demonstrated outside of the workplace but must be based on work in a primary or secondary school in Australia.

Skills related to managing conflict between students may be demonstrated through simulated activities and scenarios.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

location for activity

activity and student information to inform risk analysis

organisational policies and procedures for:

risk-management

behaviour expectations and management

incident and emergency reporting

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS050 Support Aboriginal and/or Torres Strait Islander education

Modification History

Release 1. CHCEDS050 Support Aboriginal and/or Torres Strait Islander education supersedes and is not equivalent to CHCEDS024 Use educational support strategies to support Aboriginal and/or Torres Strait Islander education.

Application

This unit describes the performance outcomes, skills and knowledge required to support, contribute to and coordinate education opportunities for students who identify as Aboriginal and/or Torres Strait Islander. It addresses inclusion of community members in school activities, demonstration that everyone is valued in day-to-day interactions and support for students’ development of their self-concept.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Contribute to a positive school environment.	1.1. Access and clarify organisational policies for Aboriginal and/or Torres Strait Islander education with relevant personnel. 1.2. Build positive relationships that value diversity through interactions with all students. 1.3. Identify and consult with appropriate persons to obtain knowledge of local region and cultural identity. 1.4. Use acquired local knowledge to contribute to the inclusion of Aboriginal and/or Torres Strait Islander contexts in education programs and the learning environment.
2. Support community engagement.	2.1. Access community resources and personnel in ways that show respect for local culture and customs. 2.2. Invite community members to contribute personally or through provision of resources to educational programs under the guidance of a teacher. 2.3. Identify community approaches to provision of pastoral care initiatives under the guidance of a teacher.
3. Support the cultural identity of Aboriginal and/or Torres Strait Islander students.	3.1. Develop own skills and knowledge to enhance interactions with Aboriginal and/or Torres Strait Islander students. 3.2. Support the management of information in a culturally appropriate manner, taking account of how and with whom information can be shared. 3.3. Provide opportunities for Aboriginal and/or Torres Strait Islander students to share local context and cultural knowledge.
4. Adapt literacy and numeracy strategies.	4.1. Select and contextualise literacy and numeracy resources to create meaningful learning experiences based on specific needs in consultation with the teacher. 4.2. Use cultural knowledge to support the management of literacy and numeracy program resources and personnel. 4.3. Select delivery and communication strategies that suit individual needs in consultation with the teacher. 4.4. Obtain advice on barriers to learning and develop strategies that match the student’s learning needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret organisational policies and procedures.
Oral communication skills to:	interact and engage with students and community members to build rapport use listening and questioning to seek information and confirm understanding.
Learning skills to:	develop own knowledge of local Aboriginal and/or Torres Strait Islander culture.
Initiative and enterprise skills to:	determine methods of relaying information in a culturally appropriate manner. use appropriate support strategies when opportunities arise.

Unit Mapping Information

Release 1. CHCEDS050 Support Aboriginal and/or Torres Strait Islander education supersedes and is not equivalent to CHCEDS024 Use educational support strategies to support Aboriginal and/or Torres Strait Islander education.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS050 Support Aboriginal and/or Torres Strait Islander education

Modification History

Release 1. CHCEDS050 Support Aboriginal and/or Torres Strait Islander education supersedes and is not equivalent to CHCEDS024 Use educational support strategies to support Aboriginal and/or Torres Strait Islander education.

Performance Evidence

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

communicate in culturally appropriate ways with members of the Aboriginal and/or Torres Strait Islander community on three separate occasions

contribute to the planning and inclusion of Aboriginal and/or Torres Strait Islander contexts in education in three different ways

adapt two different literacy or numeracy resources for Aboriginal and/or Torres Strait Islander students.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

benefits of diversity to the school community

principles and practices of cultural awareness and cross-cultural communication in an Aboriginal and/or Torres Strait Islander context

local Aboriginal and/or Torres Strait Islander cultures and differences between cultural groups

appropriate people from whom to seek information about local Aboriginal and/or Torres Strait Islander community and culture

education policies and initiatives designed to support learning outcomes for Aboriginal and/or Torres Strait Islander students

information sources used by local Aboriginal and/or Torres Strait Islander people

teaching and learning strategies that are effective for Aboriginal and/or Torres Strait Islander students

processes to adapt literacy and numeracy resources and strategies for Aboriginal and/or Torres Strait Islander students.

Assessment Conditions

Skills must be demonstrated in the workplace:

communication with Aboriginal and/or Torres Strait Islander people must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Skills related to the adaptation of resources may be demonstrated outside of the workplace but must be based on work in a primary or secondary school in Australia.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

literacy and numeracy resources for adaptation

organisational policies for Aboriginal and/or Torres Strait Islander education

Aboriginal and/or Torres Strait Islander people

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS051 Facilitate learning for students with disabilities

Modification History

Release 1. CHCEDS051 Facilitate learning for students with disabilities supersedes and is not equivalent to CHCEDS025 Facilitate learning for students with disabilities.

Application

This unit describes the performance outcomes, skills and knowledge required to work inclusively, and contribute to the planning and implementation of learning support strategies for students with disabilities. This includes ensuring that student health and safety is maintained at all times.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish the context for working with students with disabilities.	1.1. Identify and access organisational policies and procedures and regulatory requirements for working with students with a disability. 1.2. Recognise and reflect on how personal values and attitudes towards disability may impact working with students. 1.3. Use reflection to inform own ways of working and improvements in practice.
2. Use inclusive practices.	2.1. Use appropriate and non-discriminatory language. 2.2. Use strategies to enhance all students’ sense of belonging to encourage participation. 2.3. Interact with all students in ways that show respect for individual rights, opinions and student confidentiality. 2.4. Identify and take steps that support a safe learning environment for all students. 2.5. Identify and use opportunities to promote a sense of belonging for students with disability.
3. Provide support to teachers.	3.1. Use knowledge of individual students to provide input on goals and support strategies for the student. 3.2. Gather and accurately record data as directed by the teacher. 3.3. Identify, prepare and maintain resources that support the learning of students with disabilities.
4. Contribute to individual behaviour plans.	4.1. Provide observations of students to inform individual behaviour plans. 4.2. Contribute to student development meetings using a collaborative and constructive approach. 4.3. Implement agreed support strategies with teacher guidance.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret organisational strategies, policies and procedures and regulatory requirements.
Writing skills to:	record information and observations according to organisational procedures.
Oral communication skills to:	use listening and questioning to seek information and confirm understanding.
Initiative and enterprise skills to:	proactively seek opportunities to improve own work practice.
Teamwork skills to:	share information to provide support in line with organisational policies and procedures.

Unit Mapping Information

Release 1. CHCEDS051 Facilitate learning for students with disabilities supersedes and is not equivalent to CHCEDS025 Facilitate learning for students with disabilities.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS051 Facilitate learning for students with disabilities

Modification History

Release 1. CHCEDS051 Facilitate learning for students with disabilities supersedes and is not equivalent to CHCEDS025 Facilitate learning for students with disabilities.

Performance Evidence

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

undertake a process of reflection on working with students with disabilities and discuss that reflection on one occasion with an educational professional

demonstrate inclusive practices in three different student interactions

contribute to, and implement, support strategies for one student with a disability using collaborative approaches at each stage of the process.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal and ethical requirements for working with students with disabilities and how they impact individual work practice:

access and equity

anti-discrimination

consent, in terms of an awareness and understanding of its meaning and strategies used to determine ability to consent

confidentiality and privacy

child protection

duty of care

safety and risk

organisational policies and procedures for working with students with a disability

potential impacts of own values, attitudes and experiences on perspectives about disability

barriers and challenges for students with a disability

inclusive practice:

what it is and what it is not

how to develop and consistently use it

types of disability, the language used to describe them and their potential impacts on learning:

acquired brain injury

autism spectrum disorder

cognitive disability

developmental delay

intellectual disability

neurological impairment

physical disability

sensory disability

speech-language disability

principles of holistic and individual-centred care

support strategies for different types of disability

individual behaviour plans:

what they are

how they are developed

how they are implemented and monitored

ways to discuss the implications of an identified disability.

Assessment Conditions

Skills must be demonstrated in the workplace:

student interactions and support activities must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Skills related to reflection may be demonstrated outside of the workplace but must be based on work within a primary or secondary school in Australia.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

student information to inform planning

teaching and learning resources

individual behaviour plans

organisational policies and procedures for working with students with disabilities

students with disabilities in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS052 Deliver elements of teaching and learning programs

Modification History

Release 1. CHCEDS052 Deliver elements of teaching and learning programs supersedes and is not equivalent to CHCEDS026 Deliver elements of teaching and learning programs.

Application

This unit describes the performance outcomes, skills and knowledge required to establish the learning environment, facilitate structured delivery and monitor outcomes.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish an environment conducive to learning.	1.1. Discuss the learning activity with the supervising teacher and confirm delivery requirements. 1.2. Identify individual learning needs with the supervising teacher and agree on appropriate strategies. 1.3. Confirm availability of resources before activity commences and document resources to be used.
2. Deliver and facilitate learning.	2.1. Establish a learning relationship with students using appropriate verbal and non-verbal communication skills. 2.2. Initiate relationships with and between students that support inclusion, acknowledge diversity and contribute to a positive learning environment. 2.3. Interact with students based on principles of practice and according to learning styles and identified learner characteristics. 2.4. Provide opportunities for students to use skills during learning activities. 2.5. Use and adapt delivery strategies, technologies and equipment to optimise student learning.
3. Demonstrate effective facilitation.	3.1. Use presentation techniques that make delivery engaging and relevant. 3.2. Use facilitation methods that support effective participation, and individual and group management. 3.3. Monitor and document student progress using agreed observation techniques.
4. Monitor learning and review delivery.	4.1. Monitor and document student progress against desired outcomes and individual learner needs. 4.2. Complete all required documentation accurately according to organisational procedures. 4.3. Review and consider own delivery performance. 4.4. Request feedback and documents from the supervisor on quality of delivery and areas for improvement of performance. 4.5. Implement identified improvements to delivery techniques.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Writing skills to:	record information according to organisational policies and procedures.
Oral communication skills to:	use listening and questioning to seek information and confirm understanding.
Technology skills to:	record, monitor and report on student progress using digital media according to organisational procedures.

Unit Mapping Information

Release 1. CHCEDS052 Deliver elements of teaching and learning programs supersedes and is not equivalent to CHCEDS026 Deliver elements of teaching and learning programs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS052 Deliver elements of teaching and learning programs

Modification History

Release 1. CHCEDS052 Deliver elements of teaching and learning programs supersedes and is not equivalent to CHCEDS026 Deliver elements of teaching and learning programs.

Performance Evidence

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

prepare for and deliver two structured sessions each to a group of at least five students

use the following to facilitate the above sessions:

three different delivery strategies

one technology

monitor and document student outcomes from one structured session.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

the application of the principles of practice used in the employing school for different phases of learning

organisational procedures for documenting learning and progress

the principles of effective teaching and learning

types of resource requirements for structured delivery, and how and when they might be used:

visual

written

digital

techniques and strategies for the following and their application to different student cohorts:

delivery

facilitation

presentation

making and recording observations.

Assessment Conditions

Skills must be demonstrated in the workplace:

delivery of a session must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Skills related to preparation and documentation may be demonstrated outside of the workplace but must be based on work in a primary or secondary school in Australia.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

student information to inform planning

curriculum information

teaching and learning resources

principles of practice

information technology for documentation

organisational policies and procedures for documenting learning and progress

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS053 Assist in production of language resources

Modification History

Release 1. CHCEDS053 Assist in production of language resources supersedes and is not equivalent to CHCEDS028 Assist in production of language resources.

Application

This unit describes the performance outcomes, skills and knowledge required to identify resource requirements, plan development and create content for language resources to assist student learning where English is an additional language.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Education Support

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify resource requirements.	1.1. Identify the intended audience and purpose of language resources. 1.2. Research and identify different types of language resources which can be used to present words and/or sentences for learning based on teacher guidance. 1.3. Identify existing language resources in the community which can be used to support development. 1.4. Source any additional language resources required for use in learning activities. 1.5. Confirm suitability of research outcomes with teacher.
2. Plan language learning resources.	2.1. Establish type and form of language resource required to meet specific learning needs with guidance from teacher. 2.2. Identify and access credible sources for development of the language resources. 2.3. Demonstrate respect for community protocols and ownership of language in development of language resources. 2.4. Schedule and organise timely and realistic development process with guidance from teacher.
3. Contribute to resource production.	3.1. Draft coherent and correct content for language resources according to teacher direction. 3.2. Consult with students, teachers and community members in the production of language resources to ensure protocols are maintained. 3.3. Produce language resources according to organisational guidelines and procedures for resource production. 3.4. Evaluate the effectiveness of language resources by seeking feedback from students, teachers and community members.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Oral communication skills to:	use listening and questioning to seek information and confirm understanding.
Numeracy skills to:	interpret numerical information in relation to timeframes.

Unit Mapping Information

Release 1. CHCEDS053 Assist in production of language resources supersedes and is not equivalent to CHCEDS028 Assist in production of language resources.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS053 Assist in production of language resources

Modification History

Release 1. CHCEDS053 Assist in production of language resources supersedes and is not equivalent to CHCEDS028 Assist in production of language resources.

Performance Evidence

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

research resource requirements for two different audiences or purposes

contribute to production of two language resources according to organisational standards using correct:

grammar

spelling

punctuation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

sources of existing language resources

community languages and dialect variations in work community

community protocols for researching and using languages in the community

issues associated with language ownership in communities

organisational guidelines and procedures for development and production of learning resources

technologies used for resource development and their key features

evaluation and feedback strategies.

Assessment Conditions

Skills must be demonstrated in the workplace:

performance evidence may be collected through authenticated third-party reports

third-party reports must be supplemented by other forms of evidence.

Skills related to research and resource development may be demonstrated outside of the workplace but must be based on work in a primary or secondary school in Australia.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

student information to inform planning

language teaching and learning resources

information technology for resource development

organisational guidelines and procedures for resource production

students in a school for whom English is not their native language

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS054 Contribute to teaching of Aboriginal and/or Torres Strait Islander language and culture

Modification History

Release 1. CHCEDS054 Contribute to teaching of Aboriginal and/or Torres Strait Islander language and culture supersedes and is not equivalent to CHCEDS029 Assist teacher to develop Aboriginal and/or Torres Strait Islander language and culture lessons.

Application

This unit describes the performance outcomes, skills and knowledge required to assist a teacher to develop a series of lessons relating to local Aboriginal and/or Torres Strait Islander languages and culture.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop knowledge of local languages and cultures.	1.1. Identify and access credible sources of information about local Aboriginal and/or Torres Strait Islander cultures and languages. 1.2. Handle information in a culturally sensitive way taking account of how and with whom information can be shared. 1.3. Recognise and distil information that may assist in lesson development. 1.4. Identify the context for learning based on consultation with the teacher.
2. Contribute to planning of learning experiences	2.1. Use information from research as the basis for ideas on incorporation of language and culture in learning experiences. 2.2. Identify curriculum requirements for Aboriginal and/or Torres Strait Islander languages and culture with teacher guidance. 2.3. Develop ideas for a sequence of effective language and cultural learning experiences based on the curriculum. 2.4. Develop assessment and evaluation criteria for the sequence of learning experiences with teacher guidance.
3. Engage with students in language learning.	3.1. Implement planned sequence of language learning activities in consultation with teacher. 3.2. Gather and evaluate assessment data for further planning.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret curriculum documentation.
Oral communication skills to:	use listening and questioning to seek information and confirm understanding.
Learning skills to:	develop own knowledge of local Aboriginal and/or Torres Strait Islander culture.
Initiative and enterprise skills to:	determine methods of relaying information in a culturally appropriate manner.

Unit Mapping Information

Release 1. CHCEDS054 Contribute to teaching of Aboriginal and/or Torres Strait Islander language and culture supersedes and is not equivalent to CHCEDS029 Assist teacher to develop Aboriginal and/or Torres Strait Islander language and culture lessons.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS054 Contribute to teaching of Aboriginal and/or Torres Strait Islander language and culture

Modification History

Release 1. CHCEDS054 Contribute to teaching of Aboriginal and/or Torres Strait Islander language and culture supersedes and is not equivalent to CHCEDS029 Assist teacher to develop Aboriginal and/or Torres Strait Islander language and culture lessons.

Performance Evidence

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

assist a teacher to plan and implement at least one series of no less than five learning experiences relating to Aboriginal and/or Torres Strait Islander language and culture

achieve a demonstrated increase in language levels of at least one student in an Aboriginal and/or Torres Strait Islander language.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

sources of information on Aboriginal and/or Torres Strait Islander cultures and languages and how to determine what makes a credible source

protocols for researching and sharing information about Aboriginal and/or Torres Strait Islander cultures and languages

organisational policies and programs for the promotion of language and culture in the school

ways in which Aboriginal and/or Torres Strait Islander cultures and language may be integrated into a series of learning experiences

language and literacy learning strategies and activities

use of assessment and evaluation criteria.

Assessment Conditions

Skills must be demonstrated in the workplace:

engagement with students must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

sources of information about local Aboriginal and/or Torres Strait Islander cultures and languages

curriculum information

organisational policies and procedures for community engagement and promotion of language and culture

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS055 Coordinate e-learning programs

Modification History

Release 1. CHCEDS055 Coordinate e-learning programs supersedes and is equivalent to CHCEDS030 Coordinate e-learning programs.

Application

This unit describes the performance outcomes, skills and knowledge required to establish an e-learning environment within an existing e-learning site, induct students into the learning program and assist them to use the available functions of the system. It includes the ability to deal with technical problems, and collation of student data from the system to inform reviews.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish online learning environment.	1.1. Confirm scope and structure of e-learning activities and any requirements for assessment with the teacher. 1.2. Design the learning space in collaboration with the course owner, according to e-learning goals, social constructivist approaches, school routines and budgetary considerations. 1.3. Establish student access to the site according to organisational policies and procedures. 1.4. Use e-learning management system to accurately record student and course information.
2. Coordinate e-learning activities.	2.1. Agree on protocols and online etiquette with e-learners in accordance with organisational policies and procedures. 2.2. Induct students into course procedures and e-learning management system capabilities. 2.3. Facilitate interaction between students to encourage and develop a community of learners. 2.4. Provide opportunities for students to reflect and record own progress.
3. Provide ongoing support for e-learning management system.	3.1. Provide students with personal and technical support while they are engaged in e-learning, using online communication and personal contact. 3.2. Give support and guidance to students using the e-learning environment, taking into account student learning characteristics. 3.3. Identify errors or difficulties with e-learning management system or technical infrastructure and provide ongoing support and solutions. 3.4. Provide efficient administration of the e-learning management system.
4. Review the effectiveness of e-learning.	4.1. Obtain feedback on levels of satisfaction with e-learning against set criteria. 4.2. Collect quantitative data from the e-learning management system and analyse against set criteria. 4.3. Take time to reflect on own performance as a facilitator of e-learning management system. 4.4. Analyse data collected to identify potential improvements in delivery of the learning program. 4.5. Identify recommendations for improving facilitation, resources and tools. 4.6. Document recommendations according to organisational policies and procedures and provide to course owner for consideration.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret curriculum documentation and organisational policies and procedures.
Writing skills to:	record information according to organisational policies and procedures.
Oral communication skills to:	use listening and questioning to seek information and confirm understanding.
Numeracy skills to:	analyse quantitative data.

Unit Mapping Information

Release 1. CHCEDS055 Coordinate e-learning programs supersedes and is equivalent to CHCEDS030 Coordinate e-learning programs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS055 Coordinate e-learning programs

Modification History

Release 1. CHCEDS055 Coordinate e-learning programs supersedes and is equivalent to CHCEDS030 Coordinate e-learning programs.

Performance Evidence

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

adjust one e-learning site and content to suit organisational needs and the specific requirements of two different students or student groups

correctly use all of the following e-learning tools:

communication tools

learning activity tools

assessment tools

monitoring tools

identify and troubleshoot three different types of e-learning technical problems.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for e-learning

principles of learning in a virtual environment, including the role of social constructivism

considerations for e-learning space design

technical components of e-learning systems

troubleshooting of e-learning systems:

types of problems and how to respond

identification of differences between technical and content problems

tools within an e-learning system and how they are used for:

communication

learning

assessment

monitoring

technical information required to work within the e-learning management system

structure and content of relevant e-learning resources

ethical issues for e-learning:

duty of care

plagiarism

security of information

rationale for the use of different learning activities

methods for evaluating e-learning.

Assessment Conditions

Skills must be demonstrated in the workplace:

performance evidence may be collected through authenticated third-party reports

third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

e-learning management system

an existing e-learning site

organisational policies and procedures for e-learning

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS056 Provide support to students with autism spectrum disorder

Modification History

Release 1. CHCEDS056 Provide support to students with autism spectrum disorder supersedes and is not equivalent to CHCEDS031 Provide support to students with autism spectrum disorder.

Application

This unit describes the performance outcomes, skills and knowledge to provide support to students who have educational needs associated with an autism spectrum disorder (ASD).

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research autism spectrum disorder.	1.1. Identify and access current and authoritative sources of information about autism spectrum disorder (ASD) and its diagnosis. 1.2. Source and review information on the ways in which students with ASD learn. 1.3. Identify effective teaching and learning practices that meet individual needs based on research undertaken.
2. Provide support to teachers.	2.1. Contribute to goal setting for students as part of the education team based on knowledge of ASD. 2.2. Identify and prepare resources for individual students with ASD within scope of own work role.
3. Provide support to students.	3.1. Support the student to have positive social interactions using techniques suited to the individual. 3.2. Support teaching strategies used by the teacher through modelling and reinforcement. 3.3. Identify and discuss student progress with the teacher and other professionals. 3.4 Identify situations that pose a risk to safety of self, the student and others and follow organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar information about ASD Interpret organisational policies and procedures.
Writing skills to:	record information according to organisational policies and procedures.
Oral communication skills to:	interact and engage with students to build rapport use listening and questioning to seek information and confirm understanding.
Initiative and enterprise skills to:	anticipate the need for intervention or diversion to support students with ASD.

Unit Mapping Information

Release 1. CHCEDS056 Provide support to students with autism spectrum disorder supersedes and is not equivalent to CHCEDS031 Provide support to students with autism spectrum disorder.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS056 Provide support to students with autism spectrum disorder

Modification History

Release 1. CHCEDS056 Provide support to students with autism spectrum disorder supersedes and is not equivalent to CHCEDS031 Provide support to students with autism spectrum disorder.

Performance Evidence

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

undertake each of the following on at least one occasion for at least one student with autism spectrum disorder (ASD):

contribute to planning of support

provide support

prepare two learning resources for use with students with ASD.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for working with students with ASD

ASD and its effects on development and learning

different roles of people supporting students with ASD and the required collaboration between them:

education support worker

teachers

other professionals

legal and ethical requirements:

anti-discrimination and inclusion

disability

child safety

confidentiality

principles of the UN Convention on the Rights of the Child

historical context for ASD and current perspectives on:

causes

diagnosis

treatments and therapies

types of learning resources used with people with ASD and their key features:

modified materials

technology

ways to support teaching strategies:

contributing observations

ensuring understanding

following teacher example

communication techniques for engaging students with ASD in the education context

positive behaviour support techniques for students with ASD.

Assessment Conditions

Skills must be demonstrated in the workplace:

provision of support must be directly observed by the assessor on one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

When providing support to a student as a part of performance evidence demonstration, the individual needs of the student being supported must be discussed with the teacher prior to the activity and associated direct observation taking place. All activities and direct observations should be planned in order to avoid any distress or impact on the student being supported.

Interactions with students must be supervised by a teacher or other educational professional.

Skills related to resource development may be demonstrated outside of the workplace but must be based on work in a primary or secondary school in Australia.

Assessment must ensure access to:

information technology for research and resource development

organisational policies and procedures for working with students with ASD

students with ASD in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS057 Support students with additional needs in the classroom

Modification History

Release 1. CHCEDS057 Support students with additional needs in the classroom supersedes and is not equivalent to CHCEDS004 Contribute to organisation and management of classroom or centre, CHCEDS016 Support learning for students with disabilities in a classroom environment and CHCEDS018 Support students with additional needs in the classroom environment.

Application

This unit describes the performance outcomes, skills and knowledge required to support students with recognised additional needs in classrooms, where there are students with a mix of abilities and needs.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work with others to support students with additional needs.	1.1. Identify own roles and responsibilities and those of others involved in supporting students with additional needs. 1.2. Cooperate with others to provide support to students. 1.3. Share information with others to facilitate student support according to organisational policies and procedures.
2. Support individual students with additional needs.	2.1. Reflect on own personal values and attitudes regarding additional needs when working with students. 2.2. Show respect, empathy and acceptance for individual differences when interacting with students. 2.3. Acknowledge and accommodate individual student needs in teaching and learning. 2.4. Provide students with encouragement to promote their positive self-concept and self-esteem. 2.5. Interpret and use individual learning plans to address additional needs. 2.6. Use language, equipment, materials and strategies suited to individual student needs. 2.7. Follow individual student learning plans created by teachers, and recommend amendments based on implementation experience.
3. Support the rights, interests and needs of students with additional needs as part of the education team.	3.1. Identify key issues facing students with additional needs and their carers. 3.2. Adhere to organisational policies, regulatory and legal requirements when working with students with additional needs. 3.3. Demonstrate a commitment to access and equity principles in all work. 3.4. Recognise and respond to the effects of specific additional needs on student learning. 3.5. Investigate and use strategies that assist students with additional needs to exercise their rights and independence.
4. Assist with classroom programs to support students with additional needs.	4.1. Identify and follow classroom strategies and plans used to support individual students. 4.2. Assist with required modifications of general activities to meet individual student needs. 4.3. Assist with whole class activities as directed by teacher. 4.4. Use positive guidance strategies and techniques appropriate to student and as directed by teacher.
5. Contribute to learning opportunities.	5.1. Identify and use strategies developed by teachers to encourage problem-solving by students. 5.2. Identify and use strategies developed by teachers to assist development of independence and social skills in students. 5.3. Observe students and identify and take opportunities to encourage and support incidental learning. 5.4. Report observations to teachers when reflecting on ways to improve learning opportunities. 5.5. Gather and record data as directed by the teacher. 5.6. Provide constructive advice and feedback to students using positive communication.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret teacher planning documents interpret organisational policies and procedures.
Writing skills to:	record information and observations according to organisational procedures.
Oral communication skills to:	interact and engage with students to build rapport provide accurate detail of observations to colleagues and supervisors.
Self-management skills to:	interpret information from written and/or verbal directions and action appropriately.
Technology skills to:	record, monitor and report on student progress using digital media according to organisational procedures.

Unit Mapping Information

Release 1. CHCEDS057 Support students with additional needs in the classroom supersedes and is not equivalent to CHCEDS004 Contribute to organisation and management of classroom or centre, CHCEDS016 Support learning for students with disabilities in a classroom environment and CHCEDS018 Support students with additional needs in the classroom environment.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS057 Support students with additional needs in the classroom

Modification History

Release 1. CHCEDS057 Support students with additional needs in the classroom supersedes and is not equivalent to CHCEDS004 Contribute to organisation and management of classroom or centre, CHCEDS016 Support learning for students with disabilities in a classroom environment and CHCEDS018 Support students with additional needs in the classroom environment.

Performance Evidence

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

implement support strategies planned by the teacher for two individual students with additional needs on at least one occasion for each student, and:

use inclusive practices and a collaborative approach to providing support

use language, materials and equipment suited to student needs

modify or adapt activities to suit individual student needs

provide advice and feedback to students

assist with whole class activities on two occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal and ethical requirements for working with students with additional needs and how they impact individual work practice:

access and equity

anti-discrimination

consent, in terms of an awareness and understanding of its meaning and strategies used to determine ability to consent

confidentiality and privacy

child protection

duty of care

safety and risk

role and responsibilities of an education support worker and specific understanding of own work role and responsibilities

organisational policies and procedures for working with students with additional needs

potential impacts of own values, attitudes and experiences on perspectives about students with additional needs

features of an inclusive approach

communication and collaboration requirements between different people involved in student learning and its importance in providing support for additional needs

reasons that some students may require additional support:

cognitive ability

physical capacity

emotional issues

medical conditions

psychological conditions

social issues

trauma

giftedness

support strategies for different types of additional needs:

adjustments to program or activities

adaptations to resources

use of assistive technologies

behavioural support techniques

individual or peer support

structuring of tasks

arrangement of learning space

individual learning plans:

what they are and their key purpose

how they are developed

how they are implemented and monitored

classroom safety considerations and how to respond within the scope of the education support role.

Assessment Conditions

Skills must be demonstrated in the workplace:

support activities with students must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

student information on which support is based

curriculum information

teaching and learning resources

documentation templates for student reporting

organisational policies and procedures for working with students with additional needs

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS058 Support the implementation of behaviour plans

Modification History

Release 1. CHCEDS058 Support the implementation of behaviour plans supersedes and is not equivalent to CHCEDS032 Support learning and implementation of responsible behaviour.

Application

This unit describes the performance outcomes, skills and knowledge required to support the implementation of behaviour plans within a school. It includes developing an understanding of relevant legislation and organisational policies and procedures.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research and document legislative and organisation policy requirements.	1.1. Identify and access legislation and organisational policies and procedures that impact on behaviour support and planning. 1.2. Identify and confirm essential requirements of relevant legislation and organisational policies. 1.3. Review work practices based on requirements of legislation and organisational policies and procedures.
2. Create safe learning environments to socially support student learning.	2.1. Establish constructive relationships with students based on mutual trust and respect. 2.2. Use communication with students that is inclusive and in the best interests of the student at all times. 2.3. Establish and use strategies for promoting collaborative relationships between students.
3. Support implementation of behaviour plans.	3.1. Work in consultation with the teacher to identify behaviour objectives and strategies which support students to take responsibility for their own behaviour. 3.2. Maintain learning environments that assist students to work collaboratively. 3.3. Implement strategies for assisting students to monitor and review their own behaviour. 3.4. Create learning experiences for students to develop effective communication skills and appropriate social and learning behaviours. 3.5. Identify situations of risk and take steps to maintain personal safety of self and others according to organisational policies and procedures.
4. Review and evaluate outcomes of plan.	4.1. Implement strategies for providing regular feedback and reinforcement to students. 4.2. Monitor behaviour plan outcomes for effectiveness against objectives through observation and discussion with teacher. 4.3. Reflect on skills in managing behaviour and identify potential for improving professional practice in consultation with the supervising teacher.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret legislation and organisational policies and procedures.
Writing skills to:	record information and observations according to organisational procedures.
Oral communication skills to:	interact and engage with engage students to build rapport.
Initiative and enterprise skills to:	anticipate the need for assistance or intervention in order to support positive student behaviour.

Unit Mapping Information

Release 1. CHCEDS058 Support the implementation of behaviour plans supersedes and is not equivalent to CHCEDS032 Support learning and implementation of responsible behaviour.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS058 Support the implementation of behaviour plans

Modification History

Release 1. CHCEDS058 Support the implementation of behaviour plans supersedes and is not equivalent to CHCEDS032 Support learning and implementation of responsible behaviour.

Performance Evidence

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

identify and document aspects of behaviour plans that provide appropriate support for students in one primary and one secondary class, including:

use of a range of appropriate behaviour support strategies in the plan

use of student self-management strategies in the plan

use of group and individual behaviour support strategies in the plan

implement one behaviour plan for either of the above classes, including:

supporting student behaviour

collecting feedback on plan outcomes

evaluating effectiveness of behaviour plan and making recommendations for improvements

reflect on own skills in behaviour support and identify opportunities for improvement in discussion with teacher or supervisor.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role and responsibilities of an education support worker and own job role

requirements of relevant legislation and organisational policies and procedures in relation to behaviour support

behaviours encountered in the school environment

at least three key theories of child and adolescent development at an overview level

differing philosophical approaches to behaviour support

strategies for supporting student behaviour:

individual students

groups of students

student self-management

factors that may affect behaviour of students and their impact on student learning:

cultural considerations

environment

family circumstances

language or communication difficulties

learning difficulties

health issues:

physical

mental

mood and personality

social issues

importance of the student self-esteem in the learning process

factors to promote or diminish the student’s intrinsic motivation

communication techniques that support positive behaviour:

verbal

non-verbal

active listening

questioning

appropriate use of volume and tone

positive support strategies to redirect behaviour and defuse situations

available professional support services and resources

negotiation and conflict resolution techniques

how to recognise situations where further support or intervention may be required

practices and strategies for non-violent crisis prevention and intervention

when and how to implement consequences for inappropriate behaviour

organisational policies and procedures for risk management.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Skills related to documentation, evaluation and reflection may be demonstrated outside of the workplace but must be based on work in a primary or secondary school in Australia.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

organisational policies and procedures

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS059 Contribute to the health, safety and wellbeing of students

Modification History

Release 1. CHCEDS059 Contribute to the health, safety and wellbeing of students supersedes and is not equivalent to CHCEDS017 Contribute to the health and safety of students.

Application

This unit describes the performance outcomes, skills and knowledge required to implement work health and safety policies and procedures to support the health, safety and wellbeing of students in an educational environment.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary and secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Maintain a safe environment.	1.1. Provide guidance and support to students on the safe use and care of equipment and resources. 1.2. Maintain classroom displays according to work safety regulations and organisational policies and procedures. 1.3. Support student protection programs as appropriate. 1.4. Identify situations that pose a threat to personal safety of self or others and follow organisational procedures to respond. 1.5. Recognise hazards in the workplace and report to appropriate personnel according to organisational policies and procedures. 1.6. Follow organisational policies and procedures for dealing with hazards within the scope of own job role.
2. Maintain a hygienic and healthy environment.	2.1. Assist in maintaining the classroom in a clean and tidy condition. 2.2. Identify situations where students require assistance with personal care or hygiene and respond according to organisational polcies and procedures. 2.3. Attend to soiled student clothing and areas according to organisational policies and procedures.
3. Supervise students in conjunction with teacher.	3.1. Supervise students according to teacher direction and organisational policies and procedures. 3.2. Supervise students outside the classroom according to teacher direction and school policy and procedures.
4. Deal with emergency situations.	4.1. Contribute to planning for emergency and potential emergency situations within the school. 4.2. Recognise emergency and potential emergency situations promptly and take required actions within the scope of own job role. 4.3. Follow organisational emergency procedures when emergencies occur. 4.4. Seek assistance promptly from colleagues and/or other authorities where appropriate. 4.5. Report details of emergency situations according to organisational policies and procedures and accurately complete accident and incident report forms.
5. Support the health and wellbeing of students.	5.1. Assist students in need of minor first aid according to organisational policies and procedures. 5.2. Provide assistance with the general care and wellbeing of students and attend to students with minor illnesses according to organisational policies and procedures. 5.3. Identify health issues in the student community and their impact on student learning and follow organisational reporting procedures. 5.4. Assist in the provision of health promotion programs. 5.5. Follow required procedures to maintain confidentiality of student health information. 5.6. Use professional language when liaising with health professionals and families under the guidance of the teacher.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret organisational policies and procedures for work health and safety.
Writing skills to:	record information according to organisational policies and procedures.

Unit Mapping Information

Release 1. CHCEDS059 Contribute to the health, safety and wellbeing of students supersedes and is not equivalent to CHCEDS017 Contribute to the health and safety of students.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS059 Contribute to the health, safety and wellbeing of students

Modification History

Release 1. CHCEDS059 Contribute to the health, safety and wellbeing of students supersedes and is not equivalent to CHCEDS017 Contribute to the health and safety of students.

Performance Evidence

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

provide health, safety and wellbeing information to two different students on at least one occasion for each student

follow hazard identification and reporting process on two different occasions, each for a different type of hazard

follow organisational policies and procedures for one simulated emergency situation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

relevant state/territory legislation, its purpose and key requirements that impact the role of education support workers relating to:

work health and safety

child protection

confidentiality and privacy

duty of care responsibilities applicable to non-teaching staff

anti-discrimination

infection control

organisational policies and procedures for work health and safety

organisational emergency procedures and own role in the event of an emergency:

communication procedures

evacuation procedures

the role education support workers in supporting health, safety and wellbeing of students

types of health and safety information that may be provided by education support workers to students

typical personal care and hygiene needs of students

hazard identification, including:

definition and procedure for identification of a hazard

common hazards within the school environment:

infection control risks

personal or student safety risks

strategies to minimise risk

first aid kit content and use

student protection programs

supervision planning, set up and implementation requirements and considerations for different:

age groups

areas

activities

types of health promotion activities undertaken in schools, their key purpose.

Assessment Conditions

Skills must be demonstrated in the workplace:

provision of health safety and wellbeing information to students must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Skills related to responding to emergencies must be demonstrated through simulated activities and scenarios.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Assessment must ensure access to:

work health and safety regulations

organisational policies and procedures for work health and safety

templates for reporting work health and safety issues and incidents

first aid kit

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS060 Work effectively with students and colleagues

Modification History

Release 1. CHCEDS060 Work effectively with students and colleagues supersedes and is not equivalent to CHCEDS007 Work effectively with students and colleagues.

Application

This unit describes the performance outcomes, skills and knowledge required to generate positive, respectful and effective interactions with students and colleagues.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary and secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Interact positively with students.	1.1. Use positive and respectful communication styles with students in all situations. 1.2. Use active-listening techniques to explore students’ interests and concerns through conversation where appropriate. 1.3. Use communication strategies that are developmentally appropriate for effective interaction and problem-solving with students. 1.4. Adapt communication technique to accommodate different cultural values, practices and sensitivities. 1.5. Demonstrate consideration for the needs of the student in all actions and decisions.
2. Respect and support students.	2.1. Support the integrity of individual student rights, self-determination and personal dignity. 2.2. Show genuine interest in, understanding of and respect for all students. 2.3. Acknowledge the efforts and achievements of students and provide encouragement to build confidence. 2.4. Model calm behaviour and respond appropriately to students displaying signs of distress, frustration or anger. 2.5. Support students to make own choices and experience natural consequences in a safe and supportive environment. 2.6. Identify situations where students require assistance and provide support within scope of own job role.
3. Work effectively with diverse students and colleagues.	3.1. Use communication styles that show respect and reflect the diversity of the school community. 3.2. Solve problems collaboratively when working with colleagues and students. 3.3. Reflect on own biases and use work practices that are inclusive and benefit educational outcomes. 3.4. Work collaboratively and share information to provide effective educational support in line with organisational policies and procedures. 3.5. Seek and act on feedback from colleagues and supervisors to continuously improve personal effectiveness in working with diversity.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Initiative and enterprise skills to:	anticipate the need for assistance or intervention to support students and colleagues.
Self-management skills to:	interpret information from written and/or verbal directions and action appropriately.

Unit Mapping Information

Release 1. CHCEDS060 Work effectively with students and colleagues supersedes and is not equivalent to CHCEDS007 Work effectively with students and colleagues.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS060 Work effectively with students and colleagues

Modification History

Release 1. CHCEDS060 Work effectively with students and colleagues supersedes and is not equivalent to CHCEDS007 Work effectively with students and colleagues.

Performance Evidence

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

interact positively with two students and one colleague on at least one occasion each

across the above interactions, demonstrate:

effective communication

respect for the diversity of individuals

use of active listening skills to clarify information

ability to respond to non-verbal cues

use of communication style suited to the individual needs of the student or colleague

provision of appropriate support as required.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role and responsibilities of an education support worker and own job role

legislation, its purpose and key requirements relating to:

anti-discrimination

child protection and child safety

confidentiality and privacy

duty of care

organisational policies and procedures for interacting with others, including students and colleagues

communication techniques that generate positive interpersonal interactions:

verbal

non-verbal

active listening

questioning

appropriate use of volume and tone

negotiation and conflict resolution techniques

stages of child development in relation to communication

communication strategies that support inclusion

identification of situations where further support or intervention may be required

support strategies for ensuring the participation of students.

Assessment Conditions

Skills must be demonstrated in the workplace:

positive interaction with a student must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

organisational policies and procedures for student and colleague interactions

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS061 Support responsible student behaviour

Modification History

Release 1. CHCEDS061 Support responsible student behaviour. New unit. No equivalent unit.

Application

This unit describes the performance outcomes, skills and knowledge required to support and guide responsible and positive behaviour of students.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary and secondary schools, as defined by State/Territory legislation.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Contribute to a safe and supportive environment.	1.1. Use positive and respectful communication styles with students in all situations. 1.2. Recognise any additional needs of students’ that may have impacts on behaviour. 1.3. Identify contributing environmental factors that may influence student behaviour.
2. Use positive behaviour support techniques.	2.1. Establish expectations for behaviour in consultation with teacher. 2.2. Communicate expectations and instructions to students in a manner appropriate to their needs and to the context of the activity. 2.3. Use appropriate positive reinforcement and clear verbal and non-verbal communication strategies to acknowledge responsible behaviour. 2.4. Identify behaviours requiring support and follow organisational policies and procedures to minimise effects on others. 2.5. Employ appropriate strategies to redirect behaviour and defuse situations of conflict or stress. 2.6. Observe the frequency, intensity and duration of behaviours requiring support and report to teacher. 2.7. Take appropriate steps to maintain personal safety of self and others.
3. Implement and monitor strategies to support student behaviour.	3.1. Implement strategies to support student behaviour as directed by teacher. 3.2. Identify areas of concern and discuss with teacher. 3.3. Monitor outcomes of strategies and record responses of students according to organisational policies and procedures. 3.4. Provide feedback on outcomes to teacher to modify future behaviour support strategies.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret organisational policies and procedures.
Writing skills to:	record information and observations according to organisational policies and procedures.
Oral communication skills to:	interact and engage with students and teachers to build rapport provide accurate detail of observations to colleagues and supervisors.
Initiative and enterprise skills to:	anticipate the need for assistance or intervention in order to support positive student behaviour.

Unit Mapping Information

Release 1. CHCEDS061 Support responsible student behaviour. New unit. No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS061 Support responsible student behaviour

Modification History

Release 1. CHCEDS061 Support responsible student behaviour. New unit. No equivalent unit.

Performance Evidence

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

implement behaviour support strategies for two individual students on at least one occasion for each student, including:

establishing expectations for behaviour and communicating effectively to students

guiding behaviour using positive support techniques

identifying any behaviours in need of support

observing and reporting to teacher on outcomes of support strategies used.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role and responsibilities of an education support worker and own job role

legislation, its purpose and key requirements relating to:

anti-discrimination

child protection

confidentiality and privacy

duty of care

organisation policies and procedures for supporting behaviour of students

factors that may affect behaviour of students:

cultural considerations

environment

family circumstances

language or communication difficulties

learning difficulties

health issues:

physical

mental

mood and personality

social issues

principles of trauma-informed practice

communication techniques that support positive behaviour:

verbal

non-verbal

active listening

questioning

appropriate use of volume and tone

positive support strategies to redirect behaviour and defuse situations

negotiation and conflict resolution techniques

how to recognise situations where further support or intervention may be required.

Assessment Conditions

Skills must be demonstrated in the workplace:

support activities with students must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

organisational policies and procedures for behaviour support

students in a school

colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFIN005 Provide responsible online wagering services

Modification History

Release 1. CHCFIN005 Provide responsible online wagering services. New unit. No equivalent unit.

Application

This unit describes the performance outcomes, skills and knowledge required to provide responsible online wagering services, and to assist those customers who may be at risk of or are already experiencing harm from online wagering.

Responsible provision of online wagering services must be undertaken whenever such services are provided and is an essential skill for all personnel involved in the provision of wagering services, or with the capacity to influence wagering services. This may include online wagering that is conducted using any telecommunication service.

Job roles within online wagering services may include supervisory and management and operational or customer service staff involved in the provision of online wagering services including customer account managers, responsible gaming officers and marketing and communications staff.

The unit also relates to satisfying the requirements for providing responsible online wagering services under state and territory legislation. The terms used to describe this vary across state and territory regulatory bodies and can include Responsible Conduct of Gambling (RCG), Responsible Service of Gaming, or Responsible Service of Gambling (RSG).

Under differing state and territory legislation this may be a required certification unit for certain nominated personnel operating online wagering services.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Those developing training to support this unit must consult the relevant state and territory gaming licensing authority to determine any specific State/Territory regulation that is applicable at the time of training delivery, as well as accreditation arrangements for courses, trainers and assessors.

Pre-requisite Unit

Nil

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Comply with legislative and regulatory requirements and industry and organisational codes of conduct for online wagering.	1.1. Evaluate contents of relevant legislation, regulatory information and industry codes of conduct and their significance to own job role. 1.2. Clarify requirements of regulations and codes of practice with relevant personnel to ensure understanding and compliance. 1.3. Act according to regulatory requirements and principles of relevant codes of conduct, seeking advice from relevant person or authority when issues arise. 1.4. Identify conflicts of interest between responsible wagering and own role and report to the appropriate person, according to organisational policies and procedures.
2. Implement responsible online wagering practices.	2.1. Carry out duties of own job role using responsible gambling service practices and adhering to principles of harm minimisation and reduction, according to relevant state and territory legislation and industry and organisational policy and codes of conduct. 2.2. Support customers to engage in safe online wagering practices. 2.3. Proactively monitor customer wagering behaviour to identify opportunities for intervention or referral aimed at prevention of gambling harm. 2.4. Identify customers at risk of harm from online wagering and take action to mitigate and reduce harm within scope of own job role. 2.5. Identify behaviours of customers that indicate the need for exclusion due to potentially harmful online wagering. 2.6. Maintain accurate records of gamblingrelated incidents and associated staff action according to regulatory, industry and organisational policy and procedures and within scope of own job role. 2.7. Respond to complaints sensitively, courteously and respectfully and refer to relevant person or authority as required.
3. Provide information and assistance to customers regarding gambling harm and harm minimisation.	3.1. Provide information on impacts of harm from gambling and gambling harm minimisation and reduction to customers to enable them to make informed decisions about their participation. 3.2. Discuss support service options and benefits of seeking support with customer. 3.3. Follow procedures for exclusion, including self-exclusion, according to legislation, industry and organisational policy, and confidentiality and privacy requirements. 3.4. Provide customer with referral options using appropriate method of communication according to level of potential risk of harm associated with online wagering. 3.5. Provide customer with information on how to lodge complaints with regulators or others as required. 3.6. Communicate with customers in a timely, professional and positive manner that displays empathy and provides validation.
4. Mitigate risks relating to online wagering.	4.1. Use filtering processes to verify identification and prevent access by those under 18 years of age. 4.2. Immediately close customer account if identification processes show customer is a minor. 4.3. Use filtering processes to identify excluded customers and immediately close customer account when excluded customer is identified. 4.4. Remove excluded customers from marketing communications and advertising and promotion database to ensure they are not encouraged to return to wagering. 4.5. Ensure advertising and promotion to customers provides information on risks and potential harm of gambling and online wagering in line with relevant legislative frameworks. 4.6. Protect confidentiality and privacy of information provided by customers according to regulations and organisational policies and procedures.

Foundation Skills

SKILLS	DESCRIPTION
Reading skills to:	read and comprehend information relating to: industry or regulatory codes of conduct relating to responsible online wagering inhouse policies and procedures relating to responsible online wagering plain English regulatory and advisory information issued by local, state and territory gambling licensing authorities.
Oral communication skills to:	report or refer issues to appropriate person interact effectively with customers to explain procedures adapt language to audience, context and purpose of interaction.
Writing skills to:	produce emails or reports to colleagues regarding issues or to seek assistance.
Problem-solving skills to:	apply appropriate solutions within scope of own responsibility or seek assistance from appropriate colleagues.
Technology skills to:	use communications technology to interact with customers use a computer and appropriate software to record gambling-related incidents and staff actions.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFIN005 Provide responsible online wagering services

Modification History

Release 1. CHCFIN005 Provide responsible online wagering services. New unit. No equivalent unit.

Performance Evidence

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

use communicaton skills, orgaisational processess and intervention measures in line with relevant State or Territory legislation and industry codes of practice, in response to each of the following gamblingrelated situations:

customer at risk of experiencing harm

customer experiencing harm

customer request for self-exclusion or assistance

customer request for counselling services

third-party request in relation to a person experiencing harm from gambling

customer showing signs of immediate distress

customer showing signs of chronic distress

dealing with disputes or complaints

under-age wagering

identify appropriate referral processes for customers who display indicators of harm related to online wagering.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit outlined in elements and performance criteria of this unit:

current legislation and industry and organisational policies and procedures in regard to responsible provision of online wagering services:

National Consumer Protection Framework for Online Wagering – National Policy Statement (26 November 2018) or its successor

Interactive Gambling Act 2001, or its successor

state and territory legislation and regulations relating to online wagering for the state or territory the organisation is licensed in, as well as the states or territories the organisation is operating in

state and territory licensing authority regulations, policies and codes of practice relating to online wagering

Australian Communications and Media Authority Interactive Gambling Industry Code

Anti-Money Laundering and Counter-Terrorism Financing Act 2006

Know Your Customer Anti-Money Laundering requirements

legislation relating to self-exclusion

key requirements of responsible online wagering services as detailed in:

terms and conditions for provision of online wagering services

in-house policies and procedures

industry and organisational codes of practice

responsible wagering practices:

customer is aware of likelihood of losing

customer understands associated risks of losing

customer exercises control over their gambling behaviour

gambles within affordable limits of time and money

is empowered to control amount of time and money spent gambling

does not "chase losses"

does not gamble while intoxicated or under the influence of drugs

gambling occurs in balance with other areas of the customer’s life and does not cause problems or harm for themselves or others

signs and impacts of harm from gambling:

feelings of stress, depression or anxiety as a result of gambling

immediate or chronic distress resulting from harmful gambling

isolation from family and friends

feelings of remorse or shame after gambling

gambling more money than the customer can afford

gambling that impacts the home life and relationships of the customer

reduced work performance

changes in sleeping or eating habits due to gambling

considering self-harm as a result of gambling

bills that cannot be paid by the person due to excessive gambling

incurring debt as a result of gambling or excessive use of credit cards to provide funds for gambling

committing illegal acts to finance gambling

gambling to escape worry or personal problems

trying to win back gambling losses

increased consumption of alcohol or other drugs

common behaviours that may indicate harmful online wagering:

gambling for an extended period

changing gambling patterns, erratic wagering, changing products

betting on multiple sports or categories

gambling at unusual times of the day

closing and opening multiple online wagering accounts

abuse or threats directed at providers of online wagering services

increase in deposit frequency, failed deposits, multiple payment methods

escalating sums of money deposited

high stake wagering

customer thinks they can control the outcome

customer discloses harmful gambling behaviours

evidence of financial fraud

options for identifying and monitoring harmful wagering behaviours:

in-play real time monitoring

daily reports on activity

via call-centre interaction with customer

chat-room monitoring and moderation

proactive intervention strategies:

monitoring account expenditure patterns

interactions with customers

telephone

email

pop-ups within online wagering services

SMS or text message

promoting "take a break" temporary exclusions

promoting pre-commitment limits

principles of harm minimisation and reduction and strategies to reduce the harm associated with harmful online wagering:

voluntary pre-commitment features

self-assessment tools

support service options

software blocking options

bank tools for spend control

activity statements that comply with National Consumer Protection Framework (NCPF) and State or Territory based requirements

organisational responsible online wagering service procedures for:

advertising and promotion:

Australian Association of National Advertisers Code of Ethics

Commercial Television Code of Practice

Organisational marketing policies

Affiliate marketing provisions

NCPF restrictions in inducements and bans on credit betting

methods of distributing advertising and promotional information:

email

telephone

television

information and pop ups in apps or on websites

direct mail

SMS or text message

social media posts

financial transactions

providing gambling-related information:

available gambling counselling services, including multicultural services, peer support, self-exclusion programs and referral processes

information on responsible use of operators gambling products

operator terms and conditions generally for specific products

maintaining confidentiality and privacy requirements:

Privacy Act 1988 (Cth) or its successor

procedures for maintaining customer privacy and confidentiality of personal information

maintaining records of gamblingrelated incidents and associated staff action that may inform further interactions or monitoring

selfexclusion and exclusion:

online and form-based processes for self-exclusion

initiating exclusion processes when requested by customer

closure of account

response to attempts to breach exclusion

assistance in seeking self-exclusions from other gambling operators

ensuring correspondence or advertising is not sent to those who are excluded from services

preventing inducements or other incentive-based marketing being provided to those who have indicated behaviours associated with harmful gambling

referral to counsellors and support services

dealing responsibly with third-party concerns regarding harmful gambling including referral options for their own support or assistance

prohibition of minors

appropriate filtering software for websites and apps to prevent access by those under 18 years of age

identification verification processes to exclude minors

process for closure of accounts where identification shows the customer is a minor

role of online wagering provider in supporting a culture that encourages responsible provision of online wagering services

role of individual staff members, supervisors and managers in providing responsible online wagering services

ramifications for an organisation and an individual of noncompliance with responsible online wagering requirements

inappropriate referral to VIP programs

available counselling services and referral procedures:

individual counselling and therapy

self-help

online counselling

organisation’s internal responsible gambling unit

working with families and relationship counselling

financial counselling

assessment and referral services

outpatient services

inpatient and residential services

peer support services

crisis situation responses

relapse prevention.

Assessment Conditions

Skills must be demonstrated in a simulated online wagering environment, using a range of industry-realistic scenarios where indicators of harmful wagering are present.

Assessment must ensure access to:

National Consumer Protection Framework for Online Wagering – National Policy Statement (26 November 2018) or its successor

Interactive Gambling Act 2001

Australian Communications and Media Authority Interactive Gambling Industry Code

current regulatory documents distributed by key State or Territory gambling licensing agencies, including legislative publications and codes of conduct outlining responsible online wagering requirements

industry and organisational codes of conduct, policies, procedures and information relating to responsible online wagering services

information regarding the identification and impacts of gambling-related harms

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFIN006 Establish the financial counselling relationship

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to holistically assess and respond to the immediate and ongoing needs of clients, taking into account their financial stress and responding by using a structured strengths-based and client-focused financial counselling approach.

This unit applies to financial counsellors who work in agencies and for organisations that meet the requirements for the Australian Securities and Investments Commission (ASIC) exemptions from holding a financial services or credit licence.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian Standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Financial Counselling

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess suitability for financial counselling services.	1.1. Identify the financial counsellor scope of role and apply to client situation. 1.2. Explain purpose and structure of the intake process. 1.3. Analyse client information to determine suitability for financial counselling. 1.4. Identify and address any conflicts of interest. 1.5. Clarify client expectations to ensure the client understanding of the financial counselling process. 1.6. Identify the information the client may need to bring with them, or have available, for an appointment with a financial counsellor.
2. Commence financial counsellor engagement with the client.	2.1. Build rapport with the client. 2.2. Explain what a financial counsellor does. 2.3. Explain the client agreement and obtain informed consent from client. 2.4. Explain the client’s right to confidentiality and privacy and limitations. 2.5. Explain the rights and responsibilities of the agency.
3. Identify client situation and issues.	3.1. Use a strengths-based approach to understand all factors and risks that may impact on the client situation. 3.2. Implement screening and risk assessment processes. 3.3. Respond to identified risk. 3.4. Support client to identify their primary concerns in relation to the presenting issues and to prioritise concerns on which to work. 3.5. Source and review available information about client income and expenses. 3.6. Review and use client information to inform preparation of a statement of assets and liabilities for the client. 3.7. Work with the client to prepare a statement of financial position. 3.8. Collect information on each debt, including whether the debt is legally owed. 3.9. Examine and analyse the information with the client to identify areas for further investigation and clarify status of debts.
4. Identify the impact of complex needs.	4.1. Establish if the client has complex needs. 4.2. Identify how the client's complex needs have impacted on their decision making. 4.3. Identify how complex needs impact the client's financial position. 4.4. Adjust practice to mitigate personal and financial risks identified.
5. Provide tools and information to build client financial capability, resilience and wellbeing.	5.1. Support clients to improve their financial capability by using an approach that focuses on their strengths. 5.2. Assist the client to review and document their approach to managing living expenses. 5.3. Provide additional information to support the client in managing living expenses. 5.4. Provide information to address any gaps in the client’s knowledge about their financial and consumer protection rights. 5.5. Provide information to assist client to understand key aspects of their financial position and impact of debt.
6. Use a strengths-based approach.	6.1. Communicate information in a manner that responds to the emotional state of the client. 6.2. Establish and observe boundaries with clients. 6.3. Implement self-care processes to manage trauma related to client experience.
7. Make referrals.	7.1. Identify areas for ongoing support and opportunities for specialist referral to other agencies or professionals. 7.2. Proactively identify and explain support services available to the client. 7.3. Make an appropriate referral with client consent if client need is identified as outside scope of own work role. 7.4. Seek advice or secondary consultation if necessary.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	source and interpret information from a range of complex documents.
Writing skills to:	generate documentation as per organisational guidelines in terms of format, style, structure, intended audience and purpose.
Oral communication skills to:	ask open and closed questions to gather and confirm information from interviewee participate in a variety of spoken exchanges with others using clear and direct language to convey, request and confirm understanding of information.
Numeracy skills to:	read and interpret numerical data from familiar and unfamiliar financial reports. use routine and complex calculations.
Learning skills to:	use a proactive learning approach.
Problem-solving skills to:	identify and analyse discrepancies in information gathered.
Technology skills to:	use main features and functions of technology and software programs to complete work tasks.

Unit Mapping Information

Supersedes and is not equivalent to CHCFIN001 Facilitate the financial counselling process.

Links

Companion Volume implementation guides are found in VETNet - - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFIN006 Establish the financial counselling relationship

Modification History

Not applicable.

Performance Evidence

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

conduct initial consultation meeting for at least five clients according to organisational practice

for the above clients establish client file according to organisational requirements including:

confirm client details

determine financial position or situation

assess capacity to meet financial obligations

identify additional information for follow up meeting

confirm understanding of client and service responsibilities

perform the activities outlined in the performance criteria of this unit during a period of 220 hours of work in a financial counselling agency that has met the requirements for the Australian Securities and Investments Commission (ASIC) exemptions from holding a financial services or credit licence or in a simulated environment. These 220 hours may be applied collectively across all units of competency that include the requirement for workplace hours for the purposes of assessment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

financial counselling role, including:

giving advice to and sharing information with clients

representing client and acting on the client’s behalf

duty to act in the client’s best interests

ethical obligations, including as set out in the Australian Financial Counselling Code of Ethical Practice

having expertise in a range of areas relating to financial difficulty

financial counsellors are not:

financial planners or accountants

providers of emergency relief and material aid

finance brokers

legal advisors or solicitors

therapeutic counsellors

business advisors

tax agents

agency intake and screening processes, including:

risk assessment

screening tools

referral protocols

situations where the client is outside the scope of the service, such as the need for specialist counselling

criteria for assessing suitability for service, including:

individual factors:

safety

capacity to make decisions

urgency/assets at risk, other vulnerabilities

agency intake criteria:

funding agreement requirements

any resource constraints

situations where conflicts can arise and how they are managed so that the financial counsellor is clear about who is the client:

involving parties with conflicting needs

involving a current client and a former client

involving the client and the financial counsellor’s interests

providing services to families or couples

providing services where there is a power of attorney

processes for undertaking conflict checks

rights and responsibilities of workers, employers and clients

relevant client documents, hard copy or online,) such as:

income sources (e.g. Centrelink income statements)

liability and debt statements

legal documents and contracts

bills

support letters such as medical or other

client-centred, strengths-based approaches to financial counselling and other counselling models consistent with these approaches

aspects of informed consent including:

privacy statement

checking for understanding

varying or ending agreement

general principles in the law in relation to confidentiality and privacy and any agency policies that may interact with these

exceptions to confidentiality including:

client consent

being compelled by law e.g. subpoena

prevention of harm to client or another person

mandatory reporting

other reasons specific to states and territories

children in the workplace

complex needs that may impact advice given:

mental illness

addictions including:

substance abuse, gambling

trauma including:

family violence, elder abuse, victim of other violence, child abuse

disability

age

poverty

homelessness

cultural background

income sources such as:

wages and salary

Centrelink

child support

rental or board

superannuation income stream or lump sum

insurance payment including Total and Permanent Disability (TPD) and income protection

business income

compensation including workers compensation, injury and accident

other income sources

expenditure support relating to:

utilities

housing

cost of living

emergency relief and other assistance:

key aspects of financial positions, including:

income

expenses

liabilities

assets

Surplus/ deficit

Cash flow for small business

equity

tools for collecting financial information:

income and expenses including the Australian Securities and Investments Commission and Money smart website

statement of financial position

intake and assessment form

financial statements for small business

creditor’s list

assets and liabilities statements and records

key information about a debt including:

how the debt first came about

legal framework applied to it at the time

age of the debt

contract

stage of collection of the debt and enforcement activity

legal liability for the debt or ownership of the debt

resources for clients:

use of Money Smart resources (ASIC)

use of National Debt Helpline website

types of debt and their features, including:

secured or unsecured

unsecured credit products including credit cards, personal loans, Buy Now, Pay Later (BNPL), wage advance, Small Amount Credit Contracts (SACCs) and Medium Amount Credit Contracts (MACCs)

consumer leases

fringe lenders and predatory lenders

joint relationship debts

guarantors and co-borrowers

tax debts

fines and infringements

government related debts

National and State or Territory legislation, codes of practice and guidelines including but not limited to:

consumer protection laws

regulatory guidance and industry codes affecting consumers and small business

National Consumer Credit Protection Act 2009 (particularly Schedule 1, National Credit Code and the provisions relating to responsible lending, hardship requirements)

Competition and Consumer Act 2010 (particularly Schedule 2, The Australian Consumer Law)

fair trading acts

social security law

taxation law

Privacy Act and credit reporting code

Bankruptcy Act 1966

ASIC regulatory guides, ASIC/ACCC debt collection guidelines

Banking Code of Practice, Customer Owned Banking Code of Practice, Telecommunications Consumer Protection Code, energy codes, Buy Now Pay Later Code of Practice

Open data and the consumer data right

agency protocols surrounding referral and secondary consultations

local networks for referral and support, including and not limited to:

legal aid

family law

welfare rights centres

community legal centres

specialist legal centres

mental health support services

alcohol and other drug (AOD) support services

health services

child and family services

small business advisory services

family violence support services.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated workplace environment. Where a simulated environment is used for the purposes of assessment, simulations and scenarios must be included that provide the full range of context and situations that would occur in the workplace.

Assessment must ensure access to:

suitable facilities, equipment and resources, including:

client information

organisational policies, procedures and resources

interactions with clients

where necessary - scenarios and case studies that that involve complex financial situations and problem solving

interaction with other people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFIN007 Provide advice, counselling and representation to financial counselling clients

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to analyse and use technical information to assist individuals to understand their rights and make informed decisions about financial and other issues in the context of a strengths-based and client-focused financial counselling model.

This unit applies to financial counsellors who work in agencies that meet the requirements for the Australian Securities and Investments Commission (ASIC) exemptions from holding a financial services or credit licence.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian Standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Financial Counselling

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess client’s financial position.	1.1. Assess the validity and status of each debt. 1.2. Assess the client's financial capacity to pay valid debts. 1.3. Assess the impact of any debt recovery processes on the client. 1.4. Work with client to assess highest priority debts or most significant financial stresses. 1.5. Identify complex financial issues that are systemic. 1.6. Discuss identified legal and consumer protection issues to highlight key areas that may require action. 1.7. Assess if the client needs information, advice, referral or representation.
2. Respond to any complex needs.	2.1. Respond to any identified risks. 2.2. Share relevant information with client about any identified risks and their relationships with finances. 2.3. Adjust practice to mitigate personal and financial risks identified. 2.4. Provide relevant referral information and support if required by the client.
3. Counsel and give advice to client.	3.1. Identify and inform client of potential for additional or different income sources or entitlements to improve their financial situation. 3.2. Identify and discuss client’s legal rights and responsibilities in relation to each debt and overall financial situation. 3.3. Apply relevant legislation, regulation, codes and guidelines to client situation. 3.4. Provide advice to the client by assessing the consequences of workable strategies. 3.5. Adjust practice to respond to clients with complex needs. 3.6. Identify the need for additional support services and refer the client with their consent when necessary. 3.7. Write and maintain a case plan which identifies issues to be addressed, including financial issues or capability matters, that sets out the client and financial counsellor roles, strategies and responsibilities. 3.8. Identify and use tools to provide advice to a client about insolvency. 3.9. Develop actions for the client.
4. Use a strengths-based approach.	4.1. Communicate information in a manner that responds to the emotional state of the client. 4.2. Observe boundaries with clients. 4.3. Maintain a transparent and collaborative working relationship with the client based on respect and self-determination. 4.4. Implement self-care processes to manage trauma related to client experience.
5. Act for the client.	5.1. Explain what is involved if the financial counsellor will be acting for the client. 5.2. Work with the client to identify areas where they want to take action. 5.3. Obtain a third-party authority to act for the client using principles of informed consent. 5.4. Collect and use appropriate documentation required to represent the client. 5.5. Identify, use and adapt standard financial counselling sector tools and templates. 5.6. Apply appropriate negotiation tools and techniques with creditors, government agencies and others to agree arrangements on behalf of the client to improve the client's financial position. 5.7. Take action to assist the client to improve their financial position.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	source and interpret information from a range of complex documents.
Writing skills to:	produce written materials in the required format, style, structure according to the intended audience and purpose of correspondence.
Oral communication skills to:	ask open and closed questions to gather and confirm information from interviewee participate in a variety of spoken exchanges with others using clear and direct language to convey, request and confirm understanding of information.
Numeracy skills to:	access and interpret required information from familiar and unfamiliar financial reports.
Problem-solving skills to:	identify and analyse discrepancies in information gathered develop and implement integrated service plans to address individual needs in meeting goals.
Planning and organising skills to:	draw on the diverse perspectives of others to gain insights into issues, establish a common purpose and negotiate agreement.
Technology skills to:	use main features and functions of technology and software programs to complete work tasks.

Unit Mapping Information

Supersedes and is not equivalent to CHCFIN002 Identify and apply technical information to assist clients with financial issues.

Links

Companion Volume implementation guides are found in VETNet - - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFIN007 Provide advice, counselling and representation to financial counselling clients

Modification History

Not applicable.

Performance Evidence

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

provide financial counselling session for at least five clients with multiple and complex needs according to organisational practice

for each the above clients create an action plan according to organisational requirements including:

confirm client’s financial situation

prioritised list of debts and debt recovery processes

complete list of all sources of income

identify applicable legal and consumer protection rights

document client agreed actions

document agency agreed actions

obtain informed consent to act on behalf of the client

document communications with any third party

document plan

for one of the above five clients, document a plan for an insolvent client including outlining their responsibilities and implications

across the above five clients, collectively provide representation in each of the following mediums:

telephone

written complaint to Internal Dispute Resolution

written complaint to External Dispute Resolution

perform the activities outlined in the performance criteria of this unit during a period of 220 hours of work in a financial counselling agency that has met the requirements for the Australian Securities and Investments Commission (ASIC) exemptions from holding a financial services or credit licence or in an appropriate simulated environment. These 220 hours may be applied collectively across all units of competency that include the requirement for workplace hours for the purposes of assessment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

financial counselling role, including:

giving advice to clients in the financial counselling context

representing clients and acting on the client’s behalf

duty to act in their client’s best interests

ethical obligations, including as set out in the Australian Financial Counselling Code of Ethical Practice

having expertise in financial difficulty and a range of areas relating to financial difficulty

financial counsellors are not:

financial planners or accountants

providers of emergency relief and material aid

finance brokers

legal advisors or solicitors

therapeutic counsellors

business advisors

tax agent

types of debt and their features, including:

secured and unsecured

unsecured credit products including credit cards, personal loans, Buy Now, Pay Later (BNPL), wage advance, Small Amount Credit Contracts (SACCs) and Medium Amount Credit Contracts (MACCs)

consumer leases

fringe lenders or predatory lenders

joint relationship debts

guarantors and co-borrowers

tax debts

fines and infringements

government related debts

indicators of client situations that require adjustments to practice:

problem gambling

domestic and family violence

alcohol, drugs and substance abuse

elder abuse

mental Illness

other factors

adjustments to practice to prevent further harm to client for:

problem gambling

domestic and family violence

alcohol, drugs and substance abuse

elder abuse

mental Illness

other factors

referral pathways for high-risk aspects of client situations:

problem gambling

domestic and family violence

alcohol, drugs and substance abuse

elder abuse

mental Illness

other factors

tools for collecting financial information:

statement of financial position

complex needs assessment

financial position statements for small business

assets and liabilities

tools to use in providing advice:

online tools for accessing grants or concessions

use of standard letters

strengths based perspectives:

transparency

collaborative

partnerships

social justice

power with, not over respect

focus on capabilities

self determination

personal insolvency options:

bankruptcy:

what it is

advantages, disadvantages and implications

application process

debt agreements

part X arrangements

National and State or Territory legislation, codes of practice and guidelines including but not limited to:

consumer protection laws, regulatory guidance and industry codes affecting consumers and small business

National Consumer Credit Protection Act 2009 (particularly Schedule 1, National Credit Code and the provisions relating to responsible lending, hardship requirements)

Competition and Consumer Act 2010 (particularly Schedule 2, The Australian Consumer Law)

State or Territory Fair Trading Acts

social security law

taxation law

Privacy Act and credit reporting code

Bankruptcy Act 1966

ASIC regulatory guides, ASIC/ACCC debt collection guidelines

Banking Code of Practice, Customer Owned Banking Code of Practice, Telecommunications Consumer Protection Code, energy codes, BNPL Code

Open data and the consumer data right

income sources such as:

wages and salary

Centrelink

child support

rental or board

superannuation income stream or lump sum

insurance payments including Total and Permanent Disability (TPD) and income protection

business income

compensation including workers compensation, injury and accident

other income sources

relevant client documents, hard copy or online, such as:

income statements including Centrelink

liability and debt statements

legal documents and contracts

bills

specific legislation impacting financial counselling, including:

ASIC class order 11/792 re exemption from an Australian Financial Service Licence and how this applies to the work of generalist financial counsellors and their agencies

ASIC class order 11/793 re exemption from an Australian Credit Licence and how this applies to all financial counsellors and their agencies

claims management exemption for financial counsellors that are members of their State or Territory financial counselling association

aspects of informed consent including:

privacy statement

checking for understanding

varying or ending agreement

rights and responsibilities of workers, employers and clients

expenditure support relating to:

utilities

housing

cost of living

emergency relief and other assistance

actions that may assist the client to improve their financial position:

debt waivers

hardship arrangements under the credit code or informal arrangements

hardship arrangements for non-credit code debts or bills

Internal Dispute Resolution (IDR) and External Dispute Resolution (EDR)

bankruptcy and debt agreements

early access to superannuation

accessing insurances such as TPD, income protection

insurance claims for contents or property

amending a credit report

challenging an unfair contract term

legal action through courts or tribunals

appealing against adverse decisions from Centrelink and Child Support

representing the client including:

what is involved

roles and responsibilities

third party authority form

continuing input and instructions from the client

document the issues where the financial counsellor will be representing the client

key sources of information and resources including:

National Debt Helpline (NDH) website

State peak body resources

tools and techniques for negotiating with creditors or making complaints:

communication including both written and verbal

how to best present your client’s case, including the evidence required

standard letters and resources developed by the financial counselling sector or legal centres.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated workplace environment. Where a simulated environment is used for the purposes of assessment, simulations and scenarios must be included that provide the full range of context and situations that would occur in the workplace.

Assessment must ensure access to:

suitable facilities, equipment and resources, including:

client information

organisational policies, procedures and resources

interactions with clients

where necessary - scenarios and case studies that that involve complex financial situations and problem solving

interaction with other people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFIN008 Apply professional standards in financial counselling

Modification History

Not applicable.

Application

This unit describes the skills and knowledge that financial counsellors require to maintain standards of professional practice in the provision of financial counselling.

This unit applies to financial counsellors who work in agencies and organisations that meet the requirements for the Australian Securities and Investments Commission (ASIC) exemptions from holding a financial services or credit licence.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian Standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Financial Counselling

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish context for financial counselling work.	1.1. Apply understanding of national professional supervision requirements. 1.2. Apply understanding of professional development activities required to meet State peak body and organisational requirements. 1.3. Maintain knowledge of current industry information and best practice in financial counselling and use in professional practice. 1.4. Maintain currency and completeness of available resources. 1.5. Interpret and implement the Australian Financial Counselling Code of Ethical Practice and the Agency Practice Standards. 1.6. Identify the role of financial counselling peak bodies.
2. Review client progress.	2.1. Undertake regular reviews of all aspects of the client case plan including contact with and response from creditors. 2.2. Undertake research into issues arising from case work as needed, including legal frameworks, industry policies and complex client needs. 2.3. Write letters for representation and advocacy. 2.4. Use financial counselling sector resources.
3. Maintain accurate client records.	3.1. Review structure and function of a client case file and associated requirements. 3.2. Ensure all written documentation produced is in line with financial counselling sector standards and practices. 3.3. Create case notes for each client and creditor interaction, taking into account professional and legal requirements. 3.4. Use record keeping processes to monitor creditor response times and other key dates, such as limitation periods. 3.5. Maintain confidentiality of records in accordance with professional and legal requirements. 3.6. Prepare and maintain statistical records. 3.7. Maintain and document regular contact with the client to ensure the client remains informed about progress. 3.8. Document potential structural or systemic issues based on client experiences.
4. Close client case file.	4.1. Work with the client to devise an exit strategy. 4.2. Terminate the financial counselling process in line with organisational procedures and professional role requirements. 4.3. Secure client records for storage, archiving and destruction as per organisation and privacy requirements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	source and interpret information from a range of complex documents.
Writing skills to:	produce written materials in the required format, style, structure according to the intended audience and purpose of correspondence.
Oral communication skills to:	participate in a variety of spoken exchanges with others using clear and direct language to convey, request and confirm understanding of information.
Numeracy skills to:	access required information from familiar and unfamiliar financial reports.
Problem-solving skills to:	identify and analyse discrepancies in information gathered.
Technology skills to:	use main features and functions of technology and software programs to complete work tasks.

Unit Mapping Information

Supersedes and is not equivalent to CHCFIN003 Develop and use financial counselling tools and techniques.

Links

Companion Volume implementation guides are found in VETNet - - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFIN008 Apply professional standards in financial counselling

Modification History

Not applicable.

Performance Evidence

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

review five different client case files presenting with multiple and complex needs to:

document the client journey through case notes

review and follow organisational checklists and check statistical records

document all interaction with stakeholders and the client

confirm action plan is complete

close the file

perform the activities outlined in the performance criteria of this unit during a period of 220 hours of work in a financial counselling agency that has met the requirements for the Australian Securities and Investments Commission (ASIC) exemptions from holding a financial services or credit licence or in an appropriate simulated environment. These 220 hours may be applied collectively across all units of competency that include the requirement for workplace hours for the purposes of assessment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

national standards including:

national and state supervision policies

national and state guides to continuing professional development

National Standards for Membership and Accreditation

Australian financial counselling code of ethical practice

National Agency Practice Standards

key sources of information and resources including:

websites recommended by the financial counselling sector

state peak body resources

structure and role of peak bodies in the financial counselling sector

principles of writing case notes, including:

when to make a case note

what information should be included

professional standards and practices for case notes

case review

documentation associated with casework including:

client case notes

open file checklists

income and expenses statement/s

advocacy letters

action plans

close file checklists

file closure letters

National, State or Territory legislation, codes of practice and guidelines including but not limited to:

consumer protection laws, regulatory guidance and industry codes affecting consumers and small business

National Consumer Credit Protection Act 2009 (particularly Schedule 1, National Credit Code and the provisions relating to responsible lending, hardship requirements)

Competition and Consumer Act 2010 (particularly Schedule 2, The Australian Consumer Law)

State or Territory Fair trading acts

Social security law

Taxation law

Privacy Act (and credit reporting code)

Bankruptcy Act 1966

ASIC regulatory guides, ASIC/ACCC debt collection guidelines

Banking Code of Practice, Customer Owned Banking Code of Practice, Telecommunications Consumer Protection Code, energy codes, Buy Now, Pay later (BNPL) Code

Open data and the consumer data right

general principles in the law in relation to confidentiality and privacy and any agency policies that may interact with these

use and purpose of electronic databases, including:

communicating with colleagues

facilitating smooth hand over between financial counsellors

as the basis for reporting to funders

rights and responsibilities of workers, employers and clients

indicators of the presence of systemic issues, including:

unfair outcomes permitted by existing systems

poor outcomes associated with one creditor or industry

poor outcomes for clients associated with new products

terminating the financial counselling process, including:

by agreement with the client

terminating the engagement before matter is concluded when:

client no longer engaging with the process

matter becomes too complicated or risky

a conflict of interest has arisen

the client is abusive of manipulative

the matter has become a legal matter and requires legal advice

content of a file closure letter or email, including:

the date the file was closed

notice that all original documents have been returned or there is none held

notice that the file may be destroyed after 7 years

details of any settlement and provide relevant documents to the client

any next steps or actions for the client to undertake including relevant referrals

time limits that may apply and where to get legal advice if applicable

feedback survey if applicable.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated workplace environment. Where a simulated environment is used for the purposes of assessment, simulations and scenarios must be included that provide the full range of context and situations that would occur in the workplace.

Assessment must ensure access to:

suitable facilities, equipment and resources, including:

client information

organisational policies, procedures and resources

interactions with clients

where necessary - scenarios and case studies that that involve complex financial situations and problem solving

interaction with other people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFIN009 Provide financial counselling and systemic advocacy within a social justice framework

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to provide financial counselling services to clients who are impacted by systemic issues and to participate in systemic advocacy.

This unit applies to financial counsellors who work in agencies that meet the requirements for the Australian Securities and Investments Commission (ASIC) exemptions from holding a financial services or credit licence.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Financial Counselling

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Articulate the role of financial counselling in responding to systemic issues within the social justice framework.	1.1. Identify the principles underpinning a social justice framework. 1.2. Identify characteristics of systemic issues discovered from financial counselling casework. 1.3. Interpret systemic issues that impact on the complex needs of clients. 1.4. Provide financial counselling services within a social justice framework. 1.5. Apply agency approach to systemic advocacy according to organisational policies and procedures.
2. Gather and prepare evidence of systemic issues.	2.1. Identify issues in individual case work and other sources that may be the result of systemic issues. 2.2. Inform clients about systemic issues, the impact they may be having and options for recourse, including submitting complaints and provide opportunities for clients to participate in systemic advocacy. 2.3. Keep records and case notes with view to using them for systemic advocacy. 2.4. Request consent from client to take systemic action involving complaints on their behalf. 2.5. Write case studies to contribute to systemic advocacy. 2.6. Identify the target audience for the evidence of systemic change. 2.7. Identify sources to stay informed about current and emerging systemic issues.
3. Share evidence with relevant parties.	3.1. Research existing systemic advocacy relevant to the financial counselling sector. 3.2. Engage with financial counselling peak bodies, and other key stakeholders and regulators. 3.3. Participate in roundtables, working groups and other key groups that effect change. 3.4. Document outcomes according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	research and interpret information from a range of complex documents.
Writing skills to:	present information and evidence in required formats using language, structure and style appropriate to audience.
Oral communication skills to:	participate in a variety of spoken exchanges with others using clear and direct language to convey, request and confirm understanding of information.
Numeracy skills to:	access required information from familiar and unfamiliar financial reports interpret and synthesise statistical data with related information to make predictions and validate research outcomes.
Problem-solving skills to:	identify and analyse discrepancies in information gathered.
Initiative and enterprise skills to:	collaborate with colleagues to achieve client outcomes.
Planning and organising skills to:	logically sequence information and analysis in required formats to address client requirements.
Technology skills to:	use main features and functions of technology and software programs to complete work tasks.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFIN009 Provide financial counselling and systemic advocacy within a social justice framework

Modification History

Not applicable.

Performance Evidence

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

document one case study for use in systemic advocacy including:

overview of client circumstances

explanation of systemic issue

target audience for advocacy

written evidence for complaint

perform the activities outlined in the performance criteria of this unit during a period of 220 hours of work in a financial counselling agency that has met the requirements for the Australian Securities and Investments Commission (ASIC) exemptions from holding a financial services or credit licence or in an appropriate simulated environment. These 220 hours may be applied collectively across all units of competency that include the requirement for workplace hours for the purposes of assessment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

social justice framework, including:

understanding systemic causes of inequality

being aware of the impact of structures of power on vulnerable people:

intergenerational trauma

decision making under scarcity

history of the financial counselling sector:

social justice beginnings

campaigns for change

Australian Financial Counselling Code of Ethical Practice

trauma informed practice

client-centred, strengths-based approaches to financial counselling and other models consistent with these approaches

work health and safety

scope and limitations of the financial counselling role

practitioner and client boundaries, particularly with regard to the provision of therapeutic counselling

models for self-care

indicators of the presence of systemic issues, including:

unfair outcomes permitted by existing systems

patterns of poor outcomes associated with creditors, organisations, industry or government

poor outcomes for clients associated with new products

reports from industry or regulators

identification of structures which adversely affect positive client outcomes

structure and role of peak industry bodies in the financial counselling sector

stakeholders who play a role in systemic advocacy, including:

governments

regulators with a consumer protection remit

local MP

media

peak industry bodies

procedures for making a complaint to regulators:

the complaints process

bodies to complain to

how to draft a complaint to a regulator

what evidence is required

why this is important

aspects of informed consent, including:

privacy statement

checking for understanding

varying or ending agreement

third party authority forms

process for writing case studies that support systemic advocacy:

targeting case study to appropriate recipient

clearly stating the problem or systemic issue

providing details of client situation

explaining the detrimental impact of the systemic issue on the financial and personal situation of client

course of action that may address the issue

key sources of information and resources including:

National Debt Helpline (NDH) website

financial counselling peak body resources.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated workplace environment. Where a simulated environment is used for the purposes of assessment, simulations and scenarios must be included that provide the full range of context and situations that would occur in the workplace.

Assessment must ensure access to:

suitable facilities, equipment and resources, including:

client information

organisational policies, procedures and resources

interactions with clients

where necessary - scenarios and case studies that that involve complex financial situations and problem solving

interaction with other people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFIN010 Apply basic concepts of small business to financial counselling

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify the structure and current financial position of a small business and to use this information when providing information and advice as part of the delivery of financial counselling services to a client with a small business.

This unit applies to financial counsellors who work in agencies that meet the requirements for the Australian Securities and Investments Commission (ASIC) exemptions from holding a financial services licence and provide services to clients who operate small businesses.

This unit also applies to financial counsellors who work in rural financial counselling agencies.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Financial Counselling

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Adapt practice to small business context.	1.1. Identify the scope of practice of the financial counsellor working with a small business client. 1.2. Apply financial counselling professional practice frameworks to small business owners. 1.3. Assist small businesses to manage debts and financial stress.
2. Assess small business suitability for financial counselling services.	2.1. Explain purpose and structure of initial consultation. 2.2. Analyse small business information to determine suitability for financial counselling. 2.3. Identify and address any conflicts of interest. 2.4. Determine if the client with a small business is within scope of service. 2.5. Use secondary consultations and referral where matters are beyond the scope of the role.
3. Confirm key information about the business.	3.1. Work with client to identify current small business structure. 3.2. Determine the tax status of the business and implications for the business. 3.3. Identify legal and operational requirements that may impact on the current financial position of the business.
4. Assess and interpret available financial data of small business.	4.1. Identify information the client may need to provide. 4.2. Access and interpret available financial data about current financial position of the small business. 4.3. Work with client to identify and retrieve financial data that is missing or incomplete. 4.4. Use available financial data to determine if the business is at risk of not being able to pay its debts and obligations. 4.5. Determine to what extent client personal financial situation is directly linked to small business.
5. Provide advice to client.	5.1. Provide client with information and advice regarding the financial position of the small business, within scope of own job role. 5.2. Provide client with information and advice regarding the impact of the business on their personal financial position. 5.3. Identify options available to the client, based on analysis of available financial information and position of the business, including how insolvency processes work and closing the business. 5.4. Identify and assist client to access external small business advice and support options.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	research and interpret information from a range of complex documents.
Writing skills to:	produce written materials in the required format, style, structure according to the intended audience and purpose of correspondence.
Oral communication skills to:	ask open and closed questions to gather and confirm information from interviewee participate in a variety of spoken exchanges with others, using clear and direct language to convey, request and confirm understanding of information.
Numeracy skills to:	access required information from familiar and unfamiliar financial reports.
Problem-solving skills to:	identify and analyse discrepancies in information gathered.
Planning and organising skills to:	logically sequence information and analysis in required formats to address client requirements.
Technology skills to:	use main features and functions of technology and software programs to complete work tasks.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFIN010 Apply basic concepts of small business to financial counselling

Modification History

Not applicable.

Performance Evidence

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

provide financial counselling consultation service for at least one small business client to:

confirm business structure

identify any potential conflicts of interest

determine business financial status

assess business capacity to meet financial obligations

identify the impact of the business financial status on the personal financial position of the client

make an appropriate referral for further support

document client files according to organisational requirements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

definitions of small business:

Australian Securities and Investments Commission (ASIC) exemption for financial counselling agencies for the purposes of the AFSL exemption

Australian Financial Complaints Authority (AFCA) definition

Banking Codes of Practice Definition

funding agreements or deeds that go to the scope of role or definition

peak body or other requirements that go to the scope of role or definition

agency requirements

agency policies or state association policies

distinguish between simple and complex small business financial issues, based on business structure, type of problem, parties involved

types of small business structures:

sole trader

partnerships

companies

trusts

accessing the ABR

National and State or Territory legislation and guidelines applicable to small business

legal frameworks applying and not applying to small business:

application of the National Credit Code

ability or otherwise to access External Dispute Resolution (EDR) schemes, Australian Financial Complaints Authority (AFCA), Telecommunications Industry Ombudsman (TIO), energy and water ombudsman

application of banking codes of practice to small business

application of the Australian Consumer Law to small business

referral to the Australian Small Business and Family Enterprise Ombudsman (ASBFEO)

basic operational requirements for a small business:

overview of potential financing arrangements

business insurance

commercial and property leasing arrangements

types of financial data relevant to small businesses and how to access or assemble this information:

cash flow

balance sheet

profit and loss

statement of financial position

ATO requirements such as types of main taxes paid by small business and processes for collecting and reporting tax and income including:

GST

Business Activity Statements (BAS)

PAYG and PAYG Withholding

Company tax

Superannuation liabilities for employees

indicators of business ability to pay debts and obligations, including:

negotiating with creditors

insolvency and bankruptcy

superannuation entitlements

ATO debt

debts with banks and finance companies including business and personal debt

equipment leases

commercial tenancy agreements

utilities and telecommunications

processes for making referrals to external services:

identifying when client need is in scope, or beyond scope of own job role including the financial counsellor’s role in working with companies

scope of role in relation to what the financial counsellor cannot do:

business plans

advice about managing the business

impacts of small business on a client’s personal finances:

distinguishing between business and personal debt

personal liability for business debt

legal obligations and implications

financial abuse and small business including coercion for loans, coercion for company directorships and associated legal responsibilities

impact of relationship breakdown:

ownership of assets and debts

financial or economic abuse

advice and actions that may assist the client to improve their financial position:

government grants and loans

accessing small business advisory/mediation services

decreasing business expenses or selling assets

debt prioritisation

payment arrangements with creditors, ATO

Internal Dispute Resolution (IDR) and External Dispute Resolution (EDR) where available

accessing business insurance

challenging unfair contracts

legal action through courts and tribunals

insolvency and bankruptcy:

common signs

difference between bankruptcy and insolvency

referral options to paid services for insolvency advice

processes for closing a business, including:

business name cancellation

finalising ATO obligations and all employee entitlements

terminating any licences, leases or contracts on foot

advising customers, contractors

referral options for advice regarding companies

external resources and services that can assist small businesses including:

government grants and loans

small business advisory and assistance services

small business mediation or dispute resolution services.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure access to:

suitable facilities, equipment and resources, including:

client information

organisational policies, procedures and resources

scenarios and case studies that that involve complex financial situations related to small business

interaction with other people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFIN011 Provide rural financial counselling services

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to adapt practice to a rural context, targeting the specific needs of rurally based clients using a structured strengths-based and client-focused financial counselling process.

This unit applies to rural financial counsellors who work in agencies that meet the requirements for the Australian Securities and Investments Commission (ASIC) exemptions from a holding a credit licence.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Financial Counselling

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Adapt practice to rural context.	1.1. Identify and respond to the current philosophies, framework and issues that apply in a rural context, including specific work health and safety issues. 1.2. Identify and use models of work that may be applied in the rural sector. 1.3. Recognise and respond to the impact of current and historical social, economic and political factors on clients in the rural sector.
2. Target services to the needs of clients in the rural sector.	2.1. Use approaches that reflect understanding of farms as both businesses and family enterprises. 2.2. Apply knowledge of financial aspects relating to planning and management of a rural enterprise. 2.3. Collect and review information from key stakeholders and representatives. 2.4. Make appropriate referrals using knowledge of local support networks. 2.5. Advocate on behalf of clients in the rural sector where appropriate. 2.6. Support clients in mediation and negotiation with third parties.
3. Ensure personal approach aligns with client needs.	3.1. Demonstrate a commitment to access and equity principles and apply a strengths-based approach in all work undertaken. 3.2. Reflect on and consider own values and attitudes regarding rural financial counselling. 3.3. Adapt own approach to meet individual social, cultural and linguistic needs of clients. 3.4. Respond with sensitivity to clients experiencing stress.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	source and interpret information from a range of complex documents.
Writing skills to:	produce written materials in the required format, style, structure according to the intended audience and purpose of correspondence.
Oral communication skills to:	participate in a variety of spoken exchanges with others using clear and direct language to convey, request and confirm understanding of information.
Numeracy skills to:	access required information from familiar and unfamiliar financial reports.
Problem-solving skills to:	identify and analyse discrepancies in information gathered.
Technology skills to:	use main features and functions of technology and software programs to complete work tasks.

Unit Mapping Information

Supersedes and is equivalent to CHCFIN004 Provide rural financial counselling services.

Links

Companion Volume implementation guides are found in VETNet - - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFIN011 Provide rural financial counselling services

Modification History

Not applicable.

Performance Evidence

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

work according to the values and philosophies of rural financial counselling, use critical thinking and problem-solving skills to respond to the financial counselling needs of at least 5 different rural clients, including:

work in accordance with the class order applicable for rural financial counselling services

engage in mediation with financial institutions using State or Territory Farm Debt Mediation Acts and other relevant legislation

read and interpret enterprise profit and loss statements

document client files according to organisational requirements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal and ethical considerations, national, state or territory, for rural financial counselling, and how these are applied in organisations and individual practice:

children in the workplace

codes of conduct or practice

conflict of interest

court systems and the key feature of their operation

discrimination

duty of care

human rights

informed consent

mandatory reporting

practice standards

practitioner and client boundaries

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients:

scope and limitations of financial counsellor role

specific legislation that applies to rural financial counselling work, including:

Financial Services Reform Act 2003

State or Territory Farm Debt Mediation Acts

State Rural Adjustment Acts

work health and safety

current contextual issues that impact rural financial counselling work, including:

primary industries and their role

farms as business enterprises and commonly used farm business structures

political context

economic context

social issues

environmental context

technology issues

eligible rural enterprises

models of work in the rural sector, including:

options for development and decision support

farm debt mediation

farm visits

case management

working with families

understanding intergenerational issues including elder abuse

rural family culture and dynamics

referral

early intervention/prevention

community development and education

risk identification

stakeholders commonly involved in rural financial counselling work, including:

financial services

community service

industry bodies

government institutions and regulators

personal networks

principles of farm enterprise businesses and succession planning

principles and techniques for cash flow budgeting

how to interpret profit and loss statements

banking and finance industries and regulatory frameworks including hardship provisions for primary producers

response to environmental disasters including flood, drought and fire

Centrelink support mechanisms

referral networks and resources

principles of client empowerment and disempowerment

principles of access and equity

signs of health or mental health issues, including common indicators of suicide risk

factors for consideration when working with people from culturally and linguistically diverse backgrounds, including Indigenous Australian culture

role of fair work and the impact of work practices that are unsatisfactory or illegal, including:

using workers without visa

paying appropriate wages.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure access to:

suitable facilities, equipment and resources, including:

client information

organisational policies, procedures and resources

where necessary scenarios and case studies that that involve complex financial situations related to rural clients

interaction with other people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCHCS001 Provide home and community support services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to work in a home support environment and community settings with individuals, family members, staff, visitors, suppliers and others to meet established work requirements.

This unit applies to workers in a community services context. Work performed requires some discretion and judgement and is carried out under regular direct or indirect supervision.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine requirements of individual plan	1.1 Read and interpret individual plan, goals and confirm required equipment, processes and aids 1.2 Confirm purpose and time of visit with the relevant person 1.3 Prepare equipment, resources and/or documents required for the purpose of the visit and contingencies
2. Establish relationship in the home	2.1 Follow organisation’s procedures to assure the person of your identity before entering the house 2.2 Communicate with the person to provide information, clarify purpose of visit and confirm the person’s consent 2.3 Provide opportunity for the person to identify and express any issues or concerns in relation to the visit and/or associated matters 2.4 Engage appropriately with others in the place of residence in accordance with organisation policies 2.5 Check for hazards to own and others’ health and safety and implement controls to manage risk
3. Operate respectfully in the home	3.1 Negotiate how to best implement the individual plan to suit the person within organisation procedures and respecting that the work setting is the person’s home and personal space 3.2 Comply with duty of care requirements of role in relation to the person and any other people 3.3 Demonstrate respect and sensitivity toward the person and their place of residence 3.4 Deal with ethical dilemmas, behaviours of concern, possible abuse and/or neglect in accordance with relevant policies and procedures 3.5 Maintain confidentiality in accordance with legislation and organisation policy and procedures
4. Complete reporting and documentation	4.1 Comply with the organisation’s reporting requirements, including reporting observations to supervisor 4.2 Complete and maintain documentation according to organisation policy and protocols and using technology required in the workplace 4.3 Ensure any arrangements for follow up visits are recorded and implemented

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCHCS001 Provide home and community support services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided services to individual/s in at least 2 different home or community support settings

used appropriate inter-personal skills:

establishing a positive relationship with the individual

seeking clarification of tasks

interpreting and following instructions

Knowledge 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:

legal and ethical considerations for providing home and community services, including:

codes of practice

basic home fire safety and associated state/territory smoke alarm legislation

dignity of risk

duty of care

privacy, confidentiality and disclosure

practice standards

work role boundaries – responsibilities and limitations

work health and safety

relevant organisation policies and procedures and how to access them, including risk management practices when the work environment is a person’s home

personal and property security procedures, including personal security protocols and equipment

relevant policy and programs, including:

home and community care (HACC)

Department of Veterans’ Affairs (DVA)

government community care directions

implications for work in the sector including:

person-centred practice

consumer-directed care

empowerment and disempowerment

indicators of abuse and/or neglect, including:

physical

sexual

psychological

emotional

financial

Assessment Conditions

Skills must have been demonstrated in an ageing support workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and any relevant equipment outlined in the plan

personal protective equipment

relevant organisation policies and procedures

Overall, assessment must involve workplace interactions with people in their home, colleagues, families/carers and working with the person’s individualised plan.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMED004 Prepare for mediation

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to confirm the mediation, gather and analyse information, work with participants and make practical arrangements to allow the mediation to commence.

This unit applies to mediation work in a range of community service contexts. Mediators use specialised knowledge, critical thinking and communication skills. They apply discretion and judgement within established organisation procedures.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Mediation

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Confirm the mediation with participants.	1.1. Review existing information to assess and confirm the suitability of the dispute for mediation. 1.2. Provide accurate and relevant information about the mediation processes available. 1.3. Identify specific needs for co-mediators and others to be involved in the process. 1.4. Clarify and confirm roles of co-mediators and others involved in the process. 1.5. Verify that all participants to the mediation understand the sequential steps of the process. 1.6. Provide clear and accurate information on roles, responsibilities and limitations of individuals and organisations involved. 1.7. Outline the boundaries of confidentiality and privacy to participants.
2. Gather and analyse information about the dispute.	2.1. Identify required information to mediate the dispute. 2.2. Assist and encourage participants to identify and exchange relevant information. 2.3. Identify gaps in information and communicate with participants and others involved. 2.4. Provide information to assist participants seek professional support to gain information required. 2.5. Analyse issues and risks presented prior to the mediation to assess most suitable case management options. 2.6. Clarify the need to seek advice on legal, ethical and factual complexities of the matter.
3. Assess readiness and commitment to participate.	3.1. Clarify expectations of participants and assess willingness to commit to process of negotiation and mediation. 3.2. Assess power differentials between participants based on dispute information and own observations. 3.3. Assess cultural perspectives that may affect the mediation process. 3.4. Use security and safety guidelines according to legislative requirements and organisational policies and procedures. 3.5. Review the intake process, compare with own assessment and respond to situations requiring referral to other internal and external services.
4. Prepare venue and resources for mediation.	4.1. Prepare venue according to participant needs. 4.2. Identify and respond to language to accommodate specific needs of the participants. 4.3. Engage the services of others according to organisation guidelines. 4.4. Organise equipment, tools and any other resources required to support mediation process.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	complete familiar forms.
Oral communication skills to:	listen to understand needs of others.

Unit Mapping Information

Supersedes and is equivalent to CHCMED001 Prepare for mediation.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMED004 Prepare for mediation

Modification History

Not applicable.

Performance Evidence

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

prepare for at least five different mediations according to organisational policies and procedures

gather and analyse information that informs the five mediations above, including the following:

intake information

person’s case documentation

information from external agencies and professionals

information obtained directly from the parties, family, significant others or carers

legal documentation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal and ethical considerations for mediation, and how these are applied in organisations and individual practice:

bias

codes of conduct and current national standards

conflicts of interest

discrimination

duty of care

human rights

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and people

legislation that affects mediation, including:

freedom of information

types of court orders and other legal parameters that may impact

work role boundaries including responsibilities and limitations of the mediator and the roles and functions of support persons, lawyers and other professionals

work health and safety (WHS)

principles and function of the mediation preparation process:

communication between the participants, exchanges of information and seeking of understanding

relationship between the preparation stage and stages of domestic and family violence

the nature of conflict, including the dynamic of power and violence

circumstances in which mediation may or may not be suitable

how to prepare for mediation and assess suitability

types of information that may need to be gathered and analysed:

interviews with parties, family, significant others and carers

case and file documentation

information from professionals

information from service providers

diverse perspectives on mediation and how these may interact with, and impact on the mediation preparation:

attitudes of members within a family

variations on the agreed norms and range of behaviours

culture in relation to problem-solving and dispute resolution

culture in relation to negotiation, concessions and compromise

variations in relation to written, spoken and non-verbal communication

attitudes towards physical space, venue and time

attitudes towards the role of outsiders in dispute resolution

attitudes in relation to the role of law, the courts, lawyers and professional advisers

legal, social, cultural, and economic and context within which the mediation is occurring

other dispute resolution procedures

availability of professional, academic, technical, community and educational resources for persons use or referral

legal, ethical and associated standards that may be applicable if the case were taken further to trial.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

dispute information and information about the parties involved

access to organisational standards, policies and procedures

links to other local service agencies or organisations

opportunities for engagement with real people undertaking mediation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMED005 Facilitate mediation

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to facilitate and maintain the flow of the mediation process to achieve the best possible outcome for all participants.

This unit applies to mediation work in a range of community service contexts. Mediators use specialised knowledge, critical thinking and communication skills. They apply discretion and judgement within established organisation procedures.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Mediation

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish communication protocols.	1.1. Identify the communication needs of all stakeholders based on review of information and preparation processes. 1.2. Confirm the ground rules for the mediation process with all participants and co-mediators. 1.3. Comply with legal and procedural requirements.
2. Define the dispute.	2.1. Involve participants in identifying and defining the dispute based on review of information and preparation processes. 2.2. Establish common ground between the participants. 2.3. Describe the dispute using appropriate terms. 2.4. Order, differentiate and prioritise issues in collaboration with the participants and confirm understanding.
3. Manage communication and interactions.	3.1. Model ethical practice, maintain impartiality and sustain fairness for all participants involved in the process. 3.2. Select and use communication techniques suited to participants to facilitate positive interactions and progress towards agreement. 3.3. Provide sufficient time for each party’s interests and views to be identified and explored and acknowledge participants’ feelings, concerns and views. 3.4. Encourage participants to describe their understanding of others’ statements about feelings, needs and ideas. 3.5. Use conflict resolution techniques to identify and respond to potential and actual conflicts. 3.6. Regularly check participants’ understanding of the proceedings and adapt processes according to specific needs.
4. Support problem-solving and negotiation.	4.1. Assist participants to prepare for problem-solving and negotiation. 4.2. Manage co-mediation appropriately with all participants to the dispute. 4.3. Support participants to identify options for decision-making. 4.4. Acknowledge creative and inventive problem-solving strategies. 4.5. Provide participants with opportunity to reflect on any agreement or seek other advice when appropriate. 4.6. Assist participants to identify agreements and decisions made, and future action required. 4.7. Recognise when mediation is not being effective and take action according to organisational protocols.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	complete familiar forms.
Oral communication skills to:	listen to understand needs of others.

Unit Mapping Information

Supersedes and is equivalent to CHCMED002 Facilitate mediation.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMED005 Facilitate mediation

Modification History

Not applicable.

Performance Evidence

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

facilitate at least five different mediations with people with varying circumstances and types of dispute, including at least one co-mediation

use and adapt the following communication techniques to meet the needs of different persons during the each of the above mediations:

active listening

open ended questioning

direct questioning

appropriate body language

paraphrasing

reflecting

reframing

summarising

negotiation

problem-solving

conflict resolution

rapport-building

minimally obtrusive verbal and non-verbal behaviours to manage interruptions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal and ethical considerations for mediation, and how these are applied in organisations and individual practice:

bias

codes of conduct

conflicts of interest

discrimination

duty of care

human rights

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and participants

legislation that affects mediation:

freedom of information

types of court orders and other legal parameters that may impact

work role boundaries including responsibilities and limitations of the mediator and the roles and functions of support persons, lawyers and other professionals

work health and safety (WHS)

types of disputes that present for mediation in the work context

principles and functions of the facilitation stage of mediation:

identification, clarification and exploration of interests, issues and underlying needs

consideration of alternatives

generation and evaluation of options

problem-solving and negotiation

relationship between the facilitation stage and stages of domestic and family violence

nature of conflict, including the dynamics of power and violence

communication patterns in conflict and negotiation

negotiation dynamics in mediation, including manipulative and intimidating tactics

mediation processes and methods:

overall management and conduct of a dispute resolution process

stages of a mediation process, and how they can be used most effectively

recognition of when process is not being effective

how to ensure fairness within procedure

criteria for exercising discretion on procedural matters

techniques for enabling participants to consider all relevant information and work towards their own decisions

limitations of mediation

role and use of private sessions

how to manage the appropriate involvement of others in the mediation

the facilitation stage of the mediation process and the techniques used to maximise positive interactions

diverse perspectives for mediation and how these may interact with, and impact on the mediation:

attitudes of members within a family

variations on the agreed norms and range of behaviours

culture in relation to problem-solving and dispute resolution

culture in relation to negotiation, concessions and compromise

variations in relation to written, spoken and non-verbal communication

attitudes towards physical space, venue and time

attitudes towards the role of outsiders in dispute resolution

attitudes in relation to the role of law, the courts, lawyers and professional advisers

own strengths and limitations in handling the mediation process, and the boundaries of one’s role

own interpersonal communication style and the effect it has on others

own personal responses to conflict and high emotion and potential impact on mediation process

communication techniques:

active listening

open ended questioning

direct questioning

appropriate body language

paraphrasing

reflecting

reframing

summarising

negotiation

problem-solving

conflict resolution

rapport-building

minimally obtrusive verbal and non-verbal behaviours to manage interruptions.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

dispute information and information about the parties involved

access to organisational standards, policies and procedures

links to other local service agencies or organisations

opportunities for engagement with real people undertaking mediation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMED006 Consolidate and conclude mediation

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assess the level of agreement reached, provide information for future action or referral, and document the mediation outcome.

This unit applies to mediation work in a range of community service contexts. Mediators use specialised knowledge, critical thinking and communication skills. They apply discretion and judgement within established organisation procedures.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Mediation

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the level of agreement.	1.1. Assess when agreement has been reached or when it is not possible based on progress of mediation. 1.2. Support participants in reaching agreement across the final impasses and gaps using negotiation and problem-solving techniques. 1.3. Confirm clarity of participants’ understanding of any agreement and their roles and responsibilities.
2. Provide information and referral.	2.1. Discuss information on further dispute resolution options if agreement is not reached. 2.2. Outline the options for legal advice as one way of managing any lack of agreement. 2.3. Apply case management guidelines with participants according to the specific case.
3. Document and communicate outcome.	3.1. Accurately record agreements and outstanding issues according to organisation procedures. 3.2. Agree on process to communicate the outcome of the mediation to third participants. 3.3. Specify actions to support implementation of the mediation and seek agreement between all participants to the dispute. 3.4. Ensure mediation outcomes reflect shared responsibility and short and long-term and contingency plans.
4. Evaluate mediation.	4.1. Identify and reflect on areas of strength and challenge in the mediation process. 4.2. Reflect on and review own role as mediator. 4.3. Use learning from evaluation to inform future practice.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	complete familiar forms.
Oral communication skills to:	listen to understand needs of others.

Unit Mapping Information

Supersedes and is equivalent to CHCMED003 Consolidate and conclude mediation.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMED006 Consolidate and conclude mediation

Modification History

Not applicable.

Performance Evidence

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

consolidate, conclude, document and evaluate at least five mediation processes with people with varying circumstances and types of dispute

use and adapt the following communication techniques to meet the needs of different people during the consolidation and concluding phases of the above five mediations:

paraphrasing

summarising

problem-solving

negotiation and decision making.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal and ethical considerations for concluding the mediation process, and how these are applied in organisations and individual practice:

bias

codes of conduct

conflicts of interest

discrimination

duty of care

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and participants

specific legislation that affects mediation:

freedom of information

types of court orders and other legal parameters that may impact

work role boundaries including responsibilities and limitations of the mediator and the roles and functions of support persons, lawyers and other professionals

work health and safety (WHS)

principles and functions of the final stages of the mediation process:

negotiation

reaching and making decisions

relationship between the conclusion stage and stages of domestic and family violence

the consolidation and decision making stage of the mediation process and the techniques used

availability of options for legal advice in relation to common types of dispute

the nature of conflict, including the dynamics of power and violence

communication patterns in conflict and negotiation

negotiation dynamics in mediation, including manipulative and intimidating tactics

diverse perspectives for mediation and how these may interact with, and impact on the mediation:

attitudes of members within a family

variations on the agreed norms and range of behaviours

culture in relation to problem-solving and dispute resolution

culture in relation to negotiation, concessions and compromise

variations in relation to written, spoken and non-verbal communication

attitudes towards physical space, venue and time

attitudes towards the role of outsiders in dispute resolution

attitudes in relation to the role of law, the courts, lawyers and professional advisers

own strengths and limitations in handling the mediation process, and the boundaries of one’s role

own interpersonal communication style and the effect it has on others

own personal responses to conflict and high emotion and potential impact on mediation process.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

dispute information and information about the parties involved

access to organisational standards, policies and procedures

links to other local service agencies or organisations

opportunities for engagement with real people undertaking mediation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPAL003 Deliver care services using a palliative approach

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to provide care for people with life-limiting illness and those within the normal ageing process using a palliative approach, as well as end-of-life care.

This unit applies to workers in a residential or community context. Work performed requires some discretion and judgement and is carried out under regular direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Palliative Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Apply principles and aims of a palliative approach when supporting people.	1.1. Recognise the holistic needs of the person extending over time, not just end-of-life. 1.2. Support the person, their family, carer and others identified by the person to express needs and preferences and report information to supervisor. 1.3. Communicate with the person, their family, carer and others identified by the person in relation to the person’s quality-of-life, pain and comfort and report information to supervisor. 1.4. Adjust communication techniques to meet the individual needs of the person and their family, carer and others identified by the person. 1.5. Respect the family, carer and others identified by the person as an integral part of the care team and ensure that they have the information and support needed.
2. Respect the person’s preferences for quality-of-life choices.	2.1. Create a supportive environment that encourages the person, their family, carer and others identified by the person to share information regarding changing needs and preferences. 2.2. Respect the person’s individuality, values and beliefs in the context of support provision. 2.3. Recognise needs and issues outside the scope of own job role and refer to supervisor. 2.4. Communicate with the person, their family, carer or others identified by the person in a manner that shows empathy and provides emotional support.
3. Follow the person’s advance care directives in the individualised plan.	3.1. Interpret and follow advance care directives in the individualised plan in accordance with own job role and organisational, legal and ethical requirements. 3.2. Comply with end-of-life decisions as documented in the individualised plan and in accordance with legal requirements. 3.3. Report the person’s changing needs and issues in relation to end-of-life for documentation in the individualised plan according to organisational policies and procedures. 3.4. Monitor the impact of the person’s end-of-life needs, issues and decisions on their family, carer and others and refer to appropriate member of the care team for support according to organisational policies and procedures. 3.5. Deliver services in a manner that supports the person’s right to choose the location of their end-of-life care.
4. Respond to signs of pain and other symptoms.	4.1. Observe and document the person’s pain and other symptoms in line with individualised plan and report to appropriate member of the care team. 4.2. Implement strategies to manage pain and promote comfort in line with individualised plan and within scope of own job role. 4.3. Document effectiveness of pain management strategies. 4.4. Recognise and report concerns in the workplace surrounding the use of pain-relieving medication.
5. Follow end-of-life care strategies.	5.1. Regularly check for any changes on individualised plan that indicate decisions made by the person have been reviewed. 5.2. Provide a supportive environment to the person, their family, carer, others identified by the person and others involved in end-of-life care. 5.3. Respect and support the person’s preferences and culture when providing end-of-life care according to individualised plan and within scope of own job role. 5.4. Maintain dignity of the person when providing planned end-of-life care and care immediately following death. 5.5. Recognise any signs of the person’s deterioration or imminent death and dying and report to appropriate member of care team, according to organisational policies and procedures. 5.6. Provide emotional support to the family, carer and others when a death has occurred, within scope of own job role.
6. Manage own emotional responses and ethical issues.	6.1. Follow organisational policies and procedures to manage own emotional responses and ethical issues. 6.2. Identify and reflect on own emotional responses to death and dying and raise and discuss any issues or reactions with supervisor or other appropriate person. 6.3. Raise any ethical issues or concerns with supervisor or other appropriate person. 6.4. Determine and action self-care strategies to address the potential impact of personal responses on self. 6.5. Access bereavement care and support of other team members as needed.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to CHCPAL001 Deliver care services using a palliative approach.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPAL003 Deliver care services using a palliative approach

Modification History

Not applicable.

Performance Evidence

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

support, report and document issues and needs of three people receiving palliative care, including:

supporting the person’s needs and preferences in relation to their care

responding to changing needs and circumstances in the person’s care

providing emotional support to the person, their family or carer as required

completing documentation in a timely, accurate and objective manner according to organisational policies and procedures

at least one of the above people must be receiving end-of-life care

reflect on own emotional responses to death and dying and discuss with supervisor on at least one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

philosophy, principles, benefits and scope of palliative care

the needs of people dealing with a life-limiting illness and the emotional impact of diagnosis

cultural, religious and spiritual differences in relation to death and dying

impact of unconscious bias when providing care

the stages of grief and personal strategies for managing reactions to grief

role and purpose of advance care directives

end-of-life care strategies

pain relief and comfort promotion

process to seek clarification and guidance from health professional regarding pain relief and comfort provision

psychological and emotional impact on the person, their family, carer and others during palliative or end of life care

nutritional and hydration requirements when using a palliative approach

legal and ethical considerations for working in palliative care:

dignity of risk

duty of care

human rights

privacy, confidentiality and disclosure

work role boundaries, responsibilities and limitations

State/Territory legislation relating to Voluntary Assisted Dying

organisational policies and procedures for providing care using a palliative approach and provision of palliative care

processes for managing own emotional responses including self-care strategies

various signs of imminent death and deterioration

processes for care of the deceased person’s body, including:

the person’s preferences:

cultural

spiritual and religious

infection control

support for the family and others

handling of personal effects and belongings

awareness of State/Territory medico-legal requirements and processes

documentation requirements

communication strategies to build trust, show empathy, demonstrate support and empower the person, their family, carer and others.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.

Provision of support for a person in end-of-life care as outlined in the performance criteria must be completed in a simulated environment.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

organisational policies and procedures

individualised plans

equipment and resources outlined in individualised plans

opportunities for engagement with people in palliative or end-of-life care or people who participate in simulations and scenarios that involve provision of palliative or end-of-life care in a range of contexts.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPAL004 Contribute to planning and implementation of care services using a palliative approach

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to contribute to the development and implementation of a care plan for people with life-limiting illness and those within the normal ageing process using a palliative approach, within a multidisciplinary team environment.

This unit applies to workers in a residential or community context. Work performed requires some discretion and judgement and is carried out under direct, indirect or remote supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

CHCPAL003 Deliver care services using a palliative approach

Unit Sector

Palliative Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Contribute to planning of a palliative approach to individual care.	1.1. Assist with care planning using a palliative, holistic approach to maximise the person’s quality of life and comfort. 1.2. Determine immediate and future care requirements based on the condition or illness of the person. 1.3. Ensure planning includes involving and supporting the person, their family, carer and others involved in the person’s care. 1.4. Assist with development of strategies that holistically address the person’s needs that extend over time not only end-of-life.
2. Support people to identify their preferences for quality of life choices.	2.1. Consult the person, their family, carer and others to establish and share information regarding current and changing needs and preferences. 2.2.Respect the person’s individuality, values and beliefs in implementing the care plan. 2.3. Demonstrate respect for the roles of the person, their family, carer, or others identified by the person, in planning, delivering care and decision making. 2.4. Address any issues that are outside scope of own job role by referring them to the appropriate member of the care team according to organisational policies and procedures. 2.5. Communicate with the person, their family, carer and others in a professional manner that shows empathy.
3. Assist with advance care planning.	3.1. Enable effective advance care directive completion within scope of own job role through encouraging communication between the person, their family, carer, health professionals and others regarding what quality of life means to the person. 3.2. Assist with documentation of advance care directives according to the person’s preferences and organisational policies and procedures. 3.3. Actively support end-of-life decisions agreed by the person and carer, in line with organisational policies and procedures and individualised plan directives. 3.4. Acknowledge the person’s ongoing decisions, preferences, needs and issues in relation to end-of-life care and report changes to supervisor or care team member to ensure that the person’s wishes are respected.
4. Contribute to planning of care considering pain and other end-of-life symptoms.	4.1. Select and implement strategies within individualised plan to maximise comfort in collaboration with supervisor or health professional. 4.2. Identify need for information about the use of pain-relieving medication and other treatments and refer to supervisor or health professional. 4.3. Observe, report and document effectiveness of interventions for pain and symptom relief. 4.4. Communicate ineffective interventions to supervisor or health professional and document according to organisational policies and procedures.
5. Implement end-of-life care strategies.	5.1. Identify the emotional needs of the person and their family, carer and others affected when a death occurs and provide the necessary referrals according to organisational policies and procedures, and legal and ethical considerations. 5.2. Provide support to the person, their family, carer, others identified by the person and colleagues during stages of end-of-life, within scope of own job role.
6. Recognise and manage emotional responses in self and others.	6.1. Identify and reflect on own emotional responses to death and dying and raise and discuss any issues with supervisor or other appropriate person. 6.2. Observe the impact of the person’s end-of-life decisions, needs and issues on their family, carer or others identified by the person and provide referral to support as needed. 6.3. Inform the family, carer, colleagues and others about support systems and bereavement care available. 6.4. Follow organisational policies and procedures in relation to emotional welfare of self, colleagues, the person, their family and carer. 6.5. Determine strategies and resources available for debriefing.

Foundation Skills

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to CHCPAL002 Plan for and provide care services using a palliative approach.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPAL004 Contribute to planning and implementation of care services using a palliative approach

Modification History

Not applicable.

Performance Evidence

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

assist in implementing at least one care plan using a palliative approach, including:

familiarising self with individualised plan and documented strategies

communicating effectively and empathetically with the person, their family, carer and others

respecting the person’s needs and preferences

providing information about support or bereavement support services

reflect on own emotional responses to death and dying and discuss with supervisor on at least one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

relevant policies, protocols and practices of the organisation in relation to the provision of both a palliative approach and palliative care

common life-limiting illnesses

emotional impact of diagnosis of life-limiting illness

principles of the palliative approach to care of people and their family

differences between curative and palliative approaches in contributing to individualised care planning

cultural and spiritual considerations in relation to palliative care

impact of unconscious bias when providing care

palliative approaches for care across the life-span

impact of loss and grief on people, carers and workers

legal and ethical considerations for working in palliative care and advance care directives, including:

dignity of risk

duty of care

human rights

privacy, confidentiality and disclosure

specific jurisdictional legislation on advance care planning and advance care directives as it applies to the work role

work role boundaries, responsibilities and limitations

State/Territory legislation related to Voluntary Assisted Dying

pain management and strategies to maximise comfort

hydration and nutrition requirements during a palliative approach and at end-of-life

signs of deterioration and imminent death.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure access to:

facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

organisational policies and procedures

palliative care plans

equipment and resources outlined in palliative care plans

opportunities for engagement with people in palliative care or people who participate in simulations and scenarios that involve provision of palliative care in a range of contexts.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPAS003 Plan for the provision of pastoral and spiritual care

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for pastoral and spiritual care work either within a specific belief system or in a non-denominational context. Work may be paid or in a volunteer capacity.

This unit applies to workers who operate under professional supervision and mentoring by senior workers or under relevant lines of authority within the organisation or belief system.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Pastoral Services

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for pastoral and spiritual care work.	1.1. Identify responsibilities in relation to legislative and regulatory requirements for pastoral and spiritual care work. 1.2. Identify scope of job role and own responsibilities for pastoral and spiritual care work according to organisational policies and procedures. 1.3. Identify requirements of relevant professional, legal and ethical standards for pastoral and spiritual care work. 1.4. Identify rights and responsibilities of self, employer, persons, families and carers. 1.5. Interact with and assist the person to understand the role of pastoral and spiritual care workers.
2. Identify pastoral and spiritual care networks and resources.	2.1. Identify existing and potential opportunities for referral in accordance with organisational policies and procedures. 2.2. Establish relationships with referral networks. 2.3. Gather information from internal and external resources to support pastoral and spiritual care work. 2.4. Prepare a list of pastoral and spiritual care resources.
3. Establish professional supervision.	3.1. Determine supervision and mentoring requirements of role in consultation with supervisor. 3.2. Establish rapport and work with supervisor or mentor to build trust. 3.3. Receive and act on feedback to improve pastoral care work. 3.4. Review own communication with supervisor or mentor to advance professional development.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCPAS001 Plan for the provision of pastoral and spiritual care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPAS003 Plan for the provision of pastoral and spiritual care

Modification History

Not applicable.

Performance Evidence

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

plan for pastoral and spiritual care work including:

preparing at least one list of available resource

establishing links with two other service providers within the referral network

identifying one area, and opportunities within that area, for professional development in consultation with pastoral and spiritual care mentor or supervisor.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal and ethical considerations for pastoral and spiritual care work and how these are applied to individual practice:

codes of practice and relevant professional and ethical standards of practice

duty of care

rights and responsibilities of workers, organisations, persons, families and carers

complaints management

continuing professional education

discrimination

dignity of risk

human rights

informed consent

mandatory reporting

privacy, confidentiality and disclosure

issues that breach and issues that impact on an individual’s rights

policies, protocols and practices of the organisation in relation to pastoral and spiritual care work role

features of pastoral and spiritual care services provided by organisation

relevant records maintenance requirements

specific denominational or multi-faith requirements in line with accepted organisation protocols, including denominational doctrines, worship and practices

fundamentals of world religions together with associated religious beliefs and practices

cultural perspectives on spirituality and major denominational doctrines, worship and practices

verbal and non-verbal communication techniques including body language, language style, active listening and questioning

principles and practices for establishing and maintaining interpersonal relationships

boundaries and limitations of role

organisational policies and procedures for:

referrals

escalation and crisis response

support agencies and processes to access

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with people from a range of backgrounds under the supervision of a qualified chaplain or pastoral and spiritual care worker.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPAS004 Provide pastoral and spiritual care

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify specific issues and provide pastoral and spiritual support to a range of people. Work may be either in a paid or volunteer capacity, across a range of contexts.

This unit applies to workers who operate under professional supervision and mentoring by senior workers or within the lines of authority of the organisation or belief system.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Pastoral Services

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify ethical, spiritual and pastoral issues requiring support.	1.1. Monitor the mental, emotional and spiritual wellbeing of people and community groups. 1.2. Consult with the people and community groups to determine specific issues. 1.3. Research issues and analyse to determine the needs of people and community groups. 1.4. Analyse the situation of people and community groups to identify any immediate pastoral and spiritual care requirements. 1.5. Liaise with supervisor and coordinating authority to develop a support plan.
2. Provide individual and community support.	2.1. Establish a trusting and respectful interpersonal relationship with the person. 2.2. Provide opportunity for the person to explore and discuss significant life events and attitudes. 2.3. Provide meaningful ritual, symbol and action relevant to the person and their rights and needs. 2.4. Provide support to significant others including family members and carers. 2.5. Collaborate with person’s support networks, community or faith group for ongoing involvement and support. 2.6. Assist other carers and community members to understand the role of pastoral and spiritual care workers. 2.7. Engage in pastoral, ethical and spiritual discussions with people and community groups. 2.8. Provide pastoral and spiritual support in accordance with organisational policies and procedures and ethical and moral guidelines. 2.9. Identify issues beyond scope of role and escalate and refer according to organisational policies and procedures.
3. Review and reflect on pastoral and spiritual care.	3.1. Review provision of support according to organisational standards, policies and procedures. 3.2. Evaluate need for additional support and discuss with supervisor. 3.3. Reflect on own performance and identify ways to improve own practice.
4. Participate in professional supervision.	4.1. Give and receive feedback constructively and positively during supervision. 4.2. Act on feedback in collaboration with supervisor and mentor. 4.3. Seek advice on potential areas for personal and professional development.
5. Maintain records.	5.1. Document a pastoral and spiritual care report according to organisational policies and procedures. 5.2. Maintain records according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCPAS002 Provide pastoral and spiritual care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPAS004 Provide pastoral and spiritual care

Modification History

Not applicable.

Performance Evidence

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

provide pastoral and spiritual support to three people or community groups

prepare a Pastoral and Spiritual Care Report in collaboration with supervising chaplain or pastoral and spiritual care worker

perform the activities outlined in the performance criteria of this unit during a period of 100 hours of work in at least one organisation or community setting.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

pastoral and spiritual care as a holistic, person-centred approach to care

professional associations and coordinating authorities for pastoral care and spiritual services

research tools and techniques

analysis and interpretation processes

types of specialised information sources and how to locate them

challenges, issues and milestones relating to different life stagesorganisational policies and procedures for:

provision of pastoral and spiritual support

escalation of issues

review of provision of support

documentation

maintenance of records.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

opportunities for engagement with people from a range of backgrounds under the supervision of a qualified chaplain or pastoral and spiritual care worker.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT024 Promote positive development of children and young people in out of home care

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCFOS402A

Application

This unit describes the skills and knowledge required to provide and advocate for the development and special needs of children and young people in out of home care, including the need to promote development of a positive identity and active participation in decision-making. It includes the ability to work with families involved with the child.

This unit applies to child protection workers operating within established policies and procedures.

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

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance Criteria specify the level of performance needed to demonstrate achievement of the Element.
1. Work collaboratively	1.1 Review information about the child or young person and identify all the people who are and should be involved to support the child or young person 1.2 Establish collaborative ways of working with those people according to scope of own role and organisation policies 1.3 Make collaboration an integral part of work with children and young people in out of home care 1.4 Use and model effective communication skills to engage in challenging conversations with and about the child or young person 1.5 Document information in a timely way and support information sharing between colleagues
2. Promote development of children and young people	2.1 Provide support for social, emotional, psychological and cognitive aspects of development 2.2 Identify the importance of individual attention for each child or young person, which is responsive to their needs and development 2.3 Provide emotional warmth, care and appropriate affection to children and young people 2.4 Implement strategies to support children and young people’s life skills development while in care 2.5 Promote the education achievements of children and young people in out of home care
3. Support children and young people to explore and develop identity	3.1 Implement strategies to encourage children and young people to take pride in their own cultural identity, gender and abilities 3.2 Implement strategies for children and young people to participate in and learn about their cultural, religious and language heritage 3.3 Support the importance of sharing and safely storing memorabilia during placement 3.4 Provide opportunities for children and young people to explore their individual strengths, interests and abilities
4. Create opportunities for children and young people to express, feelings, needs and ideas	4.1 Listen attentively to children and young people to encourage them to express their needs and feelings 4.2 Recognise the different needs of children at different stages of development 4.3 Recognise and respond to the expressions of separation anxiety for children and young people in out of home care 4.4 Support children and young people to be actively involved in decision-making that affects them
5. Advocate for children and young people in out of home care	5.1 Support the child and young person to access identified specialist services according to individual needs 5.2 Advocate for specialist needs of children in out of home care and ensure their needs are conveyed to relevant personnel

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT024 Promote positive development of children and young people in out of home care

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCFOS402A

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked collaboratively with at least 3 children or young people in out of home care to support their individual needs development

communicated effectively with children and young people and others involved with the child or young person using and modelling the following skills:

actively listening and questioning

speaking clearly and directly

rapport building

negotiating responsively

being appropriately assertive

empathising

using neutral language

using age-appropriate language.

Knowledge 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:

legal and ethical considerations (national and state/territory) for out of home care, and how these are applied in organisations and in different types of out of home care situations:

child-focused practice

discrimination

duty of care

mandatory reporting

policy frameworks, including National Standards for Out-of-Home Care

privacy, confidentiality and disclosure including limitations

records management and reporting

specific legislation that apply to out of home care

work role boundaries – responsibilities and limitations

work health and safety, including stress management

roles of people and organisations involved in out of home care

carer roles and responsibilities to self and others

principles and practices of collaboration

principles of diversity and inclusivity and their application in out of home care

impacts of care on children and young people’s cultural, religious, and spiritual identity

role and importance of education and life skills development as tools for social inclusiveness and success

key principles of attachment theory and separation anxiety

child developmental stages and domains at an overview level

communication techniques and their appropriateness in different situations, including:

active listening and questioning

speaking clearly and directly

rapport building

negotiating responsively

being appropriately assertive

empathising

using neutral language

using age-appropriate language

processes and types of advocacy supports for children and young people in out of home care.

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:

case information

organisation policies and procedures

modelling of industry operating conditions, including scenarios that involve collaboration and problem- solving with others, including children.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT025 Identify and report children and young people at risk

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify children and young people who are at risk and report in line with legislative requirements. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.

This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify children and young people at risk.	1.1. Observe signs and indicators to identify children, families and young people at risk of domestic violence, abuse and neglect. 1.2. Collect information and document signs and indicators of abuse in accordance with legislative requirements and organisational policies and procedures. 1.3. Use communication and information gathering techniques with children and young people according to organisational policies and procedures.
2. Report indications of possible risk of harm.	2.1. Ensure documentation in person’s record is completed accurately, in a detailed and factual manner, according to organisational policies and procedures for privacy and confidentiality. 2.2. Report risk of harm indicators, using the relevant reporting mechanism in accordance with legislative requirements.
3. Apply ethical practices in work with children and young people.	3.1. Recognise and uphold the rights of children and young people in the provision of services. 3.2. Employ ethical practices and observe professional boundaries when working with children and young people. 3.3. Recognise and report indicators for ethical concerns when working with children and young people.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret a variety of text to determine and confirm task requirements.
Writing skills to:	record details of children and young people at risk.
Technology skills to:	produce digital reports.

Unit Mapping Information

Supersedes and is not equivalent to CHCPRT001 Identify and respond to children and young people at risk.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT025 Identify and report children and young people at risk

Modification History

Not applicable.

Performance Evidence

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

implement work practices which support the protection of at least two children and young people, including:

complying with regulations, legislation and duty of care responsibilities

employing child-focused and ethical work practices to uphold the rights of children and young people

maintaining confidentiality

identifying and responding to concerns in the protection of children and young people

read and interpret the procedures for reporting children and young people at risk in line with organisational policies and procedures and legislative requirements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

types, indicators and dynamics of abuse:

physical

emotional

psychological

sexual

neglect

parental

pre-natal

protective and risk factors that apply to different groups:

age

gender

disability

culture

sexuality

key aspects of the United Nations Convention on the Rights of the Child

impact of risk of harm

characteristics of children and young people of risk

characteristics of child-focused work practices

engagement techniques for working with children and young people:

establishing rapport

asking non-leading and open questions

active listening techniques

duty of care, professional boundaries, and responsibilities

impact of trauma on children and young people

ethical needs and considerations including:

approaches that incorporate the conventions on the rights of the child and human rights

obligations as defined by the job specification and employing organisation

obligations as stated in relevant codes of practice, licensing, accreditation registration to professional bodies and service agreements

principles of ethical decision making

overview of legal system and how it pertains to the job role:

child protection system, including reporting protocols, responses to reporting and interagency policies

child protection legislation in the relevant State or Territory

Commonwealth, State or Territory requirements and processes for notifying risk, suspected harm and reporting process

statutory and policy requirements relating to job role

organisational policies and procedures for:

gathering information

documentation

reporting

communication

privacy and confidentiality.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to children and young people, facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

access to relevant Commonwealth, State or Territory legislation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT026 Support the rights and safety of children and young people

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to address duty of care requirements, work within an ethical framework and apply relevant legislation, codes of conduct, international agreements including the United Nations Convention on the Rights of the Child, policies and procedures. These are applied in identifying, responding and supporting the rights and safety of children and young people.

This unit applies to workers involved in delivering services to children and young people in a wide range of community services and work contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement work practices which support the protection of children and young people.	1.1. Comply with organisational policies and procedures and legislative requirements in all work activities. 1.2. Routinely employ child-focused work practices that uphold the rights of children and young people and enable them to participate in age-appropriate decision making. 1.3. Use communication and information gathering techniques with children and young people according to organisational policies and procedures. 1.4. Ensure decisions, responses and actions taken are within scope of own job role, legislative requirements and organisational policies and procedures. 1.5. Update own knowledge and skills as required to work effectively and participate in practice supervision processes.
2. Identify indicators of abuse.	2.1. Identify children and young people at risk of harm and abuse by routinely implementing child protection procedures. 2.2. Respond to disclosure in accordance with accepted standards, techniques and legislative requirements. 2.3. Gather and record information about the behaviour of children and young people and identify uncharacteristic behaviour. 2.4. Promptly report risk of harm indicators in accordance with statutory requirements and organisational policies and procedures.
3. Apply ethical practices and safeguard the rights and interests of children and young people.	3.1. Identify and seek supervisor support for issues of ethical concern in practice with children and young people. 3.2. Develop ethical practices for implementing professional boundaries consistent with child protection legislation in the jurisdiction. 3.3. Recognise indicators for potential ethical concerns when working with children and young people. 3.4. Report unethical behaviour according to organisational procedures and policies.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Learning skills to:	review and plan updates of own skills and knowledge.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT002 Support the rights and safety of children and young people.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT026 Support the rights and safety of children and young people

Modification History

Not applicable.

Performance Evidence

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

implement work practices which support the protection of at least two children and young people, including:

complying with regulations, legislation and duty of care responsibilities

employing child-focused work practices to uphold the rights of children and young people

maintaining confidentiality

use communication strategies to gather information from children and young people

identify and respond to indicators of children or young people at threat of harm and abuse on at least two separate occasions, including:

gathering and recording information about the child or young person

identifying uncharacteristic behaviour of child or young person

monitoring the circumstances of children or young people identified as highly vulnerable

report threat-of-harm indicators

seek support from supervisor on at least two occasions for issues of ethical concern.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

key aspects of the United Nations Convention on the Rights of the Child

child and young person focused practices

child-safe standards

Commonwealth, State or Territory legislation relating to working with children and young people

child protection system, including polices and protocols

common legal issues when working with children and young people

techniques used to support children and young people

moral and ethical practices for working with children and young people

professional boundaries

risk-of-harm indicators

organisational standards, policies and procedures and accepted standards for responding to risks of harm to children and young people

overview of relevant aspects of the legal system

communication techniques to engage and interact with children and young people.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

access to relevant Commonwealth, State or Territory legislation

opportunities for engagement with real children and young people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT027 Work collaboratively to maintain an environment safe for children and young people

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work within an established child protection framework. It also covers standard protocols to maintain a safe environment for children and young people.

This unit applies to a range of child protection work occurring in an interagency framework of practice.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement principles of child protection.	1.1. Perform work according to legal requirements and community expectations of child protection. 1.2. Navigate child protection systems and the roles and responsibilities of key agencies to undertake work tasks.
2. Apply agreed protocols and guidelines for collaborative practice.	2.1. Conduct work according to legislative requirements, code of ethics and organisational policies and procedures for collaborative practice. 2.2. Prioritise experiences of children and young people when supporting their needs, rights and interests. 2.3. Acknowledge and manage challenges of child protection work in a collaborative practice framework. 2.4. Apply effective safe work and self-management strategies in child protection duties.
3. Work collaboratively with children, young people and families from diverse backgrounds.	3.1. Identify strengths of children, young people and their families. 3.2. Identify risk factors and signs of abuse for families and support them to address these risks. 3.3. Respond to the needs of children, young people and families with culturally and linguistically diverse backgrounds. 3.4. Develop effective working relationships with agencies supporting children, young people and families from diverse backgrounds. 3.5. Liaise and consult with colleagues and other agencies to carry out work tasks. 3.6. Provide referrals to support families.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	facilitate collaborative discussions with children, young people and their families.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT003 Work collaboratively to maintain an environment safe for children and young people.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT027 Work collaboratively to maintain an environment safe for children and young people

Modification History

Not applicable.

Performance Evidence

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

work collaboratively with at least two children or young people and their families including:

applying collaborative work practices when working with children, young people, families, colleagues and other agencies

adhering to child protection principles and work practices

applying self-management strategies and safe work principles

communicating and responding to children, young people and families

supporting families to ensure that the child or young person is safe

performing the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in a child protection or similar setting.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Commonwealth, State or Territory legislation and code of ethics relating to work in child protection

legal and social context of child protection work

interagency framework and agreed protocols

roles and responsibilities of key agencies and personnel

effects of child abuse and neglect and its impact on the process of investigation and assessment

agreed guidelines of collaboration

worker safety and self-management principles

cultural and linguistic differences

cultural safety

indigenous healing practices

over-representation of Aboriginal and/or Torres Strait Islander people in child protection

organisational policies and procedures for collaborative practice.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

opportunities for engagement with children, young people and families.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT028 Work effectively in child protection to support children, young people and families

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required by child protection workers to support children and young people, and to assist families to ensure that children and young people are safe and appropriately cared for. It also covers the ethical, duty of care and legal requirements for this work.

This unit applies to work undertaken in paraprofessional child protection occupations in government and non-government organisations.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Provide quality care for children and young people.	1.1. Comply with duty of care policy, and regulatory, legislative and legal requirements. 1.2. Identify and implement organisational policies and procedures. 1.3. Reflect on personal values and attitudes and acknowledge their potential impact when working in child protection contexts. 1.4. Follow risk-assessment procedures when undertaking child protection work. 1.5. Support the rights, interests and needs of children, young people and families when carrying out work tasks. 1.6. Ensure communication is age-appropriate, sensitive and respectful when dealing with children, young people and families.
2. Perform ethical and safe work practices.	2.1. Observe lines of accountability in work undertaken in child protection and communicate decisions to relevant authorities. 2.2. Use self-management techniques to support worker safety and wellbeing in professional practices. 2.3. Use the relevant code of ethics, professional and organisational standards to guide service delivery. 2.4. Develop a safety plan and responses to address emergency situations and other contingencies based on ethical standards and organisational policies and procedures. 2.5. Support staff to identify and resolve ethical dilemmas. 2.6. Acknowledge the challenges inherent in the work and develop strategies to address the challenges.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	facilitate collaborative discussions with children, young people and their families.
Writing skills to:	complete familiar forms.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT004 Work effectively in child protection to support children, young people and families.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT028 Work effectively in child protection to support children, young people and families

Modification History

Not applicable.

Performance Evidence

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

work with at least two children or young people and their families, including:

providing services in accordance with duty of care policy and legislative requirements

sensitively and appropriately communicating information about the child protection system

supporting quality care for children and young people

use self-management techniques to support own safety and wellbeing, including:

developing a safety plan for direct contact with children, young people and families

identifying and appropriately managing the challenges of child protection work, including stress on at least two occasions

overcoming barriers to effective self-care on at least two occasions

deal effectively with stakeholders in the system, including:

identifying and addressing challenges or barriers faced by children, young people and families on at least two occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

history and recent developments in child protection

approaches of child-centred, family-focused practice

children’s court procedures:

preparing and supporting children, young people and families pre- and post-court

preparing for court

indicators, effects and dynamics of abuse and neglect:

the relationships between abuse and neglect

family violence

substance misuse

mental illness

disability

issues related to the placement of children:

attachment and trauma

effects of removal and incarceration

maximising safe family involvement and contact during placement

ongoing assessment of risk while in placement

pre-crisis planning for young people in out-of-home care

restoration and reunification planning for return home of children and young people

legal implications and responsibilities of statutory work:

government policies

Commonwealth, State or Territory requirements for the interview process, mandatory reporting and reciprocal reporting

relationship between the legal, political and social framework

organisational policies and procedures relating to child protection work:

case management processes

duty of care

roles and responsibilities of stakeholders and relationship to own work

strategies used to address challenges of child protection work

the ethical and social framework:

overview of Commonwealth, State or Territory child protection orders

government strategic plans

practice principles

standards of care

professional codes and ethical frameworks

age appropriate oral communication techniques.

Assessment Conditions

Skills must be demonstrated in a child protection workplace or in a simulated environment.

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.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

opportunities for engagement with children, young people and families.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT029 Work within a practice framework

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ensure that work is consistent with established practice frameworks.

This unit applies to people working in a community services environment. They follow established procedures and ensure compliance with legislation and professional frameworks. Typically, the worker does not supervise the work of others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and review professional practice frameworks.	1.1. Research professional networks and resources to locate frameworks and standards for professional practice. 1.2. Compare frameworks and standards to identify consistency with organisational policies and procedures and relevant legislation. 1.3. Evaluate the advantages and disadvantages of the different frameworks and standards in own work context.
2. Reflect on own practice.	2.1. Engage with colleagues to consider how frameworks and standards apply to own practice. 2.2. Use frameworks and standards to identify trauma informed care, domestic and family violence informed care, and determine own areas of professional strength and areas for improvement. 2.3. Analyse practice frameworks and standards for alignment with own values and procedures.
3. Develop and improve practice.	3.1. Explore options to improve own practice and take action to refine and further skill development. 3.2. Use professional experiences for reflective practice, critical inquiry about own values and beliefs and self-directed learning.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Learning skills to:	reflect on and review own professional practice.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT005 Work within a practice framework.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT029 Work within a practice framework

Modification History

Not applicable.

Performance Evidence

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

source and critique at least three different practice frameworks or standards

use results of the above to reflect on own practice and identify at least one professional improvement.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

frameworks and standards for professional practice from Commonwealth and State or Territory governments and peak bodies relevant to job role

trauma informed practice and domestic and family violence informed practice

methods for self-development and ongoing professional education:

clinical supervision

mentoring and coaching

job rotation

training

reflective practice principles

the principles of critical enquiry and action research.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment.

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.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

frameworks and standards for professional practice from Commonwealth and State or Territory governments and peak bodies.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT030 Build professional practice and sectoral expertise

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to use professional experience and practice frameworks for reflective practice and deepening sectoral expertise.

This unit applies to people working in child protection contexts. They follow established procedures and ensure compliance with legislation and professional frameworks. Typically, the worker is an experienced practitioner.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review and critique practice frameworks.	1.1. Identify legislation, code of ethics and practice frameworks for the protection of children and young people in Australia. 1.2 Analyse ways in which the service reflects the requirements and intentions of different practice frameworks.
2. Identify and review sectoral change.	2.1 Research and identify the impact of policy, economic, social and technological change on the child protection sector. 2.2. Identify the roles and responsibilities of key decision making bodies and key stakeholders in the child protection sector and their relevance to own job role. 2.3. Compare the approaches to child protection taken by different agencies.
3. Use reflective practice to enhance own practice.	3.1. Work with supervisor to clarify role responsibilities and role expectations. 3.2. Reflect on own biases that might impact responses in challenging emotional contexts. 3.3. Use emotional intelligence and empathy to develop and enhance work relationships. 3.4. Foster positive relationships with other practitioners, managers and sectoral experts for professional development.
4. Recommend improvements to service delivery.	4.1. Use sectoral knowledge and experience to make recommendations on systems within the service. 4.2. Work collaboratively with colleagues to review and evaluate work practices.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Learning skills to:	reflect on and review own professional practice.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT006 Build professional practice and sectoral expertise.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT030 Build professional practice and sectoral expertise

Modification History

Not applicable.

Performance Evidence

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

source and critique three national or State or Territory child protection frameworks and use these to analyse own service and its methods and systems

undertake at least two clinical supervision sessions to reflect on own practice and develop insight into biases and blocks to working effectively with people

use at least two professional experiences and sectoral knowledge to recommend improvements to the service.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Commonwealth and State or Territory legislation, code of ethics and policy relevant to professional practice

key stakeholders in the sector and authorities responsible for overseeing child protection

trauma informed care

the principles of reflective practice

national and State or Territory frameworks.

Assessment Conditions

Skills must be demonstrated in the workplace or simulated environment.

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.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

current national and relevant State or Territory based frameworks.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT031 Provide supervision in the community

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required by workers who provide legislated and protective services to children and young people at substantial risk of abuse or neglect, or who are subject to court mandates or orders.

This unit applies to community service work in security contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Promote cooperative behaviour.	1.1. Communicate positive and realistic expectations of behaviour to children and young people. 1.2. Use clear communication, suggesting positive and motivational options to encourage cooperation of children and young people. 1.3. Draw attention of children and young people to positive aspects of their behaviour. 1.4. Support children and young people to accept responsibility for meeting requirements of intervention and program.
2. Liaise with children and young people.	2.1. Identify and assess children and young people’s needs. 2.2. Discuss identified needs with children and young people and others identified by the children and young people. 2.3. Select and organise services according to identified needs.
3. Liaise with service providers.	3.1. Ensure providers receive relevant information regarding the children and young people, including completed consent and confidentiality forms. 3.2. Complete all documents accurately and in accordance with organisational policies and procedures. 3.3. Ensure allocated service delivery continues to match requirements of children and young people and implement changes as required to better meet their needs.
4. Coordinate community programs.	4.1. Assess specific needs of children and young people and match to an existing program. 4.2. Consult relevant community organisations to identify available programs to meet specific needs of children and young people. 4.3. Identify content, purpose and access protocols of existing programs. 4.4. Employ communication techniques to engage children and young people and provide information about programs.
5. Fulfil legislative responsibilities.	5.1. Provide children and young people with community supervision in accordance with relevant legislation, and organisational policies and procedures. 5.2. Provide supervision to assist children and young people to address their needs and issues. 5.3. Source and validate information to write reports and case file notes. 5.4. Prepare court ordered reports in accordance with relevant legislation and organisational policies and procedures. 5.5. Consult children and young people in the preparation of reports in accordance with organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to CHCPRT007 Provide supervision in the community.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT031 Provide supervision in the community

Modification History

Not applicable.

Performance Evidence

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

support and promote positive and cooperative behaviour for at least one child or young person, including:

communicating clearly and positively to the child or young person

identifying the child or young person’s needs, and matching them to, and organising, services and programs

liaising with the child or young person’s service providers and providing all information required

undertaking reporting requirements and record keeping including the preparation of court ordered reports

monitoring service delivery and child or young person’s needs and making changes to better meet their needs

providing supervision of child or young person

communicating all relevant information regarding services and programs to child or young person as required to meet their needs.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

children and young people and their special needs as individuals and as part of a group

behaviour management models, theories and techniques

services and programs available and associated referral processes

communication techniques to engage and interact with children and young people

organisational record-keeping protocols

writing techniques required to complete records accurately

legislation and responsibilities relevant to providing supervision in the community

organisational policies and procedures.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with children or young people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT032 Provide supervision in a secure system

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to supervise activities and provide physical safety, security, wellbeing, care and protection for young people in custody and staff.

This unit applies to community service work in security contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Support induction and integration.	1.1. Establish processes for resolving issues between people in custody. 1.2. Provide clear explanation to offender of the rules, expectations and consequences of individual and communal behaviour in facility.
2. Protect the safety and welfare of people in custody.	2.1. Evaluate options for maintaining the offender’s safety and take action according to statutory and organisational requirements. 2.2. Respond to incidents using trauma informed practices. 2.3. Follow organisational policies and procedures to maintain a healthy and safe environment. 2.4. Comply with all legislative requirements and ethical standards when working with people in custody.
3. Promote positive behaviour.	3.1. Engage positively with people in custody using trauma informed practices to promote positive and realistic expectations of behaviour. 3.2. Identify and reinforce examples of positive behaviour with the offender to encourage cooperation. 3.3. Employ communication techniques to engage young people to address behaviour.
4. Encourage participation in programs.	4.1. Assess specific needs of offender and match to existing programs. 4.2. Encourage and support offender to participate in all programs, including those addressing offending behaviour. 4.3. Source and interpret program information to maintain knowledge of existing programs including their content, purpose and access protocols. 4.4. Provide relevant information about programs to people in custody.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to CHCPRT008 Provide supervision in a secure system.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT032 Provide supervision in a secure system

Modification History

Not applicable.

Performance Evidence

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

support induction and integration on at least one occasion, including:

establishing processes for resolving issues between people in custody

explaining rules, expectations and consequences of individual and communal behaviour

consistently protect the safety and welfare of people in custody, including:

responding to incidents

maintaining a healthy and safe environment

identify and communicate examples of positive behaviour to encourage cooperation of people in custody

identify at least two existing programs relevant to the needs of young people

encourage and support at least one offender to participate in a program

provide one offender with relevant information regarding existing programs.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Commonwealth, State or Territory legislation relevant to work in youth justice

dynamics of young people offending

dynamics of offender’s significant others

young people in custody and their special needs as individuals and as part of a group, including specific needs relating to:

culture

ability

development

gender

background

trauma

education

principles of trauma-informed care

principles of critical incidents behaviour management models, theories and techniques

security and safety policies and procedures

findings of Royal Commissions relevant to child protection and youth justice.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures for safety

opportunities for engagement with young people in custody.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT033 Provide support to children and youth in out-of-home care

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to provide for the care and support of children and young people in residential care and assist their transition from primary or residential care.

This unit applies to work in a range of community service contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Outline terms of placement with children and young people in care.	1.1. Clearly explain what the child or young person can expect from their placement, including the opportunities the placement presents and strategies for maximising benefits of the placement. 1.2. Explain rules and consequences for behaviour and negotiate with the child or young person in ways that are age and culturally appropriate. 1.3. Clarify boundaries of confidentiality with child or young person. 1.4. Use communication processes to resolve issues, review placement progress and explain external and internal grievance procedures. 1.5. Explore and clarify child or young person’s understanding of their rights and expectations about direct care. 1.6. Complete and maintain all relevant documentation in accordance with organisational policies and procedures.
2. Provide domestic support.	2.1. Address and negotiate ways to provide for child or young person’s daily needs. 2.2. Implement procedures to ensure the environment is clean, healthy and safe. 2.3. Negotiate strategies for continued use, maintenance and disposal of child or young person’s personal possessions and consumables.
3. Provide for child or young person’s education, support and development.	3.1. Establish relationship with child or young person to maximise access to development opportunities and participation in services. 3.2. Assist child or young person to identify and implement goals, strategies and activities to enhance their move to autonomy and self-empowerment. 3.3. Implement life-skills training, including provision of positive role models to ensure child or young person’s specific needs are addressed. 3.4. Support children and young people in care to attend school and to undertake vocational training and employment. 3.5. Negotiate processes for provision of health care education with referral organisation. 3.6. Agree on processes with child or young person and other professionals to ensure child or young person’s access to emotional, trauma, social and physical support mechanisms.
4. Contribute to reintegration of child or young person.	4.1. Negotiate required resources, services and ongoing support with child or young person and others identified by the child or young person to ensure settlement needs are assessed and addressed. 4.2. Arrange with relevant parties for child or young person to access employment, counselling, education and accommodation services. 4.3. Perform activities designed to assist a successful transition from care. 4.4. Negotiate with all parties to identify levels of contact with person once out of care.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	negotiate and clarify expectations with child or young person, service providers and other relevant parties.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT009 Provide primary residential care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT033 Provide support to children and youth in out-of-home care

Modification History

Not applicable.

Performance Evidence

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

outline terms of placement with at least one child or young person in care, including expectations, rules, consequences for behaviour and person’s rights and responsibilities, including:

resolving issues, review placement progress and explain grievance procedures

completing and maintain all relevant documentation accurately

provide domestic support to at least one child or young person in care, including:

addressing and negotiating ways to meet child or young person’s daily needs

implementing procedures to ensure environment is clean, healthy and safe

negotiating with child or young person for the continued use, maintenance and disposal of their possessions and consumables

provide education, support and development to at least one child or young person, including:

implementing approaches to life-skills training

making arrangements to support child or young person to attend school or undertake vocational training or employment

negotiating with relevant referral agency or organisation for the provision of health care education

negotiating with child or young person and personnel for access to emotional, social and physical support mechanisms

assess and address resettlement needs with at least one child or young person and negotiate required resources, services and ongoing support, including:

identifying required levels of contact with child or young person once out of care.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

statutory procedures, responsibilities and rights relevant to care and support of children and young people

service protocols, philosophies, policies and procedures

trauma informed care

complex and cumulative trauma that can present with children and young people accessing residential care

methods for assessing the vulnerability of children and young people resulting from violence, abuse and neglect

characteristics of person-worker relationships

procedures to ensure the environment is clean, healthy and safe

available resources and programs to support children and young people

stages of grief

the impact and signs of abuse

cultural protocols, systems and taboos

budgeting practices

protocols for working with professional service providers.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

opportunities for engagement with children and young people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT034 Work with children and young people with complex trauma and attachment issues and needs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to recognise indicators of trauma in children and young people of different ages and at different stages, and to identify their needs and those of their families and carers.

This unit applies to those working with children and young people, in particular in contexts involving child protection, family services, and child and youth placement and support.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Seek information from families, carers, significant others and professionals.	1.1. Identify sources of information about the child or young person. 1.2. Gather accurate information about the child or young person’s developmental history, and the child-rearing practices and values of the cultural group to which the child or young person belongs. 1.3. Interpret and analyse gathered information to determine impact of culture, family, home and community on the developmental history of the child or young person. 1.4. Document detailed summary of developmental history and analysis.
2. Identify developmental issues.	2.1. Review child or young person’s developmental trends impacting on current behaviours. 2.2. Recognise variations in normal development in the child or young person. 2.3. Identify indicators how developmental delays and attachment disorder may have impacted on the developmental progress of the child or young person. 2.4. Recognise issues associated with child or young person’s behaviours that indicate lack of attachment. 2.5. Recognise behaviours of child or young person that indicate lack of personal safety skills.
3. Identify indicators of trauma in children and young people.	3.1. Access and accurately interpret available current information to maintain knowledge of the indicators of trauma. 3.2. Assess vulnerability of child or young person as a consequence of violence, abuse and neglect. 3.3. Identify extent of child or young person’s positive experiences of stable, sensitive, loving and stimulating relationships and environments. 3.4. Clarify extent and duration of trauma. 3.5. Develop strategies to ensure that interventions do not exacerbate child or young person’s trauma.
4. Provide support to families impacted by trauma and violence.	4.1. Encourage families and carers to seek and accept support to manage their own emotional responses. 4.2. Listen calmly to information provided by child or young person and their families and carers and provide reassurance in line with the situation and child or young person’s age and stage of development. 4.3. Encourage child or young person to talk about all aspects of the traumatic experience and its aftermath, as an open, accepting and reassuring listener. 4.4. Monitor developmental and educational progress of child or young person in line with their developmental stage and needs, and within requirements of own work role. 4.5. Implement actions to reduce the future likelihood of recurring trauma. 4.6. Report situations of potential trauma in line with organisational policies and procedures, legislation and work role.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT010 Work with children and young people with complex trauma and attachment issues and needs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT034 Work with children and young people with complex trauma and attachment issues and needs

Modification History

Not applicable.

Performance Evidence

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

work with one or more children or young people, and their families, or others identified by the child or young person to:

review developmental progress

identify indicators of trauma or attachment disorder

ensure interventions do not exacerbate trauma

assist the child or young person in talking about their experience and ways to prevent the likelihood of further occurrences.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

factors that influence positive outcomes:

sense of belonging to home, family and community and strong cultural identity

positive and supportive peer groups

stages of child development and indicators of trauma associated with stages of development and adverse childhood experiences (ACEs)

cultural values and child-rearing practices and their potential impact on children and young people

risks to healthy child development:

exposure to family and domestic violence, alcohol and substance abuse and other addictive behaviours

mental health issues, including self-harm and suicide attempts

disability and complex medical needs

chronic neglect

compounded and unresolved experience of inter-generational abuse and trauma, and loss and grief

sexual abuse

chaotic household and lifestyle

attachment disorder indicators

poverty, financial hardship, unemployment, problem gambling and homelessness.

Assessment Conditions

Skills must be demonstrated in a child protection service, under supervision and must involve working with a child under supervision.

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

opportunities for engagement with children, young people, carers and families.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT035 Develop and implement a multi-agency investigation and child risk assessment strategy

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and implement a multi-agency investigation and child risk assessment strategy in response to an allegation of child abuse and neglect.

This unit applies to a range of child protection occupations in government and non-government organisations where assessment of children at risk is a critical part of the job role.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify strategies for investigation and child risk assessment.	1.1. Identify key agencies and personnel to be involved in investigation and child risk assessment. 1.2. Consult with each agency and individual practitioners to define roles and responsibilities. 1.3. Collect and share relevant agency information and comply with legislative and privacy regulations regarding sharing of information. 1.4. Assess and clarify range issues to be addressed in response to the child’s identified needs. 1.5. Identify and respond appropriately to child’s specific characteristics including cultural, family and community issues. 1.6. Liaise and consult with other agencies and personnel within organisation and reference interagency frameworks and protocols. 1.7. Identify and assess potential risks to child, family and others. 1.8. Assess and evaluate intervention options according to the needs of the child and situation.
2. Select and implement the investigation and child risk strategy.	2.1. Use child protection frameworks to select and agree to the strategy for the investigation. 2.2. Plan and support the implementation of practical arrangements. 2.3. Implement the investigation and child risk strategy that best meets the needs of the child and secures the safety and wellbeing of the child. 2.4. Facilitate and support referrals as required for the investigation and assessment. 2.5. Record actions for investigation and child risk strategy implementation according to organisation and interagency framework.
3. Monitor and review the investigation and child risk strategy.	3.1. Revise investigation and child risk strategy in response to new information and changing circumstances. 3.2. Manage communication between agencies for monitoring and review of investigation and child risk strategy during and following action. 3.3. Evaluate the effectiveness of the investigation and child risk strategy, with reference to all agencies involved.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT011 Develop and implement a multi-agency investigation and child risk assessment strategy.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT035 Develop and implement a multi-agency investigation and child risk assessment strategy

Modification History

Not applicable.

Performance Evidence

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

develop and implement at least one multi-agency investigation and child risk strategy related to an allegation of child abuse or neglect, including:

sourcing key agencies for involvement in investigations and assessments and working collaboratively with those agencies

identifying key issues and considerations to be addressed in regard to the needs of the child and selecting and developing a investigation and child risk strategy to respond to those issues

evaluating the chosen investigation and child risk strategy to ensure it meets the key principles of child protection work

implementing the best investigation and child risk strategy for the child and facilitating the associated practical arrangements

working effectively and collaboratively with other agencies and personnel within organisational and interagency frameworks.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

roles, responsibilities and functions of key agencies and personnel participating in interagency and collaborative casework

issues that may present and require action in investigation and risk assessment strategies

organisational and interagency child protection frameworks

options for intervention

key principles of child protection work

legislation and regulations of child protection work relevant to the investigation and assessment of children at risk

organisational standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

a detailed case study which reflects multi-agency roles and responsibilities

access to organisational standards, policies and procedures

opportunities for engagement with children and young people, personnel from other agencies and colleagues.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT036 Undertake and implement planning with at-risk children and young people and their families

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to undertake assessments of children and young people and families to develop an intervention strategy to reduce the risk of abuse.

This unit applies to a range of child protection occupations in government and non-government organisations which may differ between state jurisdictions.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan to ensure children and young people receive services suited to their needs.	1.1. Review information about the child or young person and their needs. 1.2. Attend meetings with colleagues and other professionals to share information on child or young person in preparation for planning intervention strategies and case plans. 1.3. Develop and agree to plan in collaboration with relevant parties. 1.4. Clarify and document roles and responsibilities of relevant agencies, service providers and professionals. 1.5. Provide child or young person or others identified by the child or young person with information about the roles of different services available to them in accordance with organisational and legal requirements. 1.6. Make referrals to meet the needs of child or young person and their family, including signed consent and confidentiality forms.
2. Implement and review plan.	2.1. Prioritise needs of child or young person to meet timeframe. 2.2. Focus work commitments to prioritise the child or young person’s needs. 2.3. Provide information and updates to relevant agencies, service providers and professionals, including signed consent and confidentiality forms. 2.4. Engage child or young person, their family, cultural elders, and others identified by the child or young person to review the case plan and intervention strategy. 2.5. Implement and review plan within ethical and legislative guidelines.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	communicate with child or young person, family, agencies and staff.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT012 Undertake and implement planning with at-risk children and young people and their families.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT036 Undertake and implement planning with at-risk children and young people and their families

Modification History

Not applicable.

Performance Evidence

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

develop and implement at least three case plans with at-risk children or young people and their families that involves:

collaborating with key stakeholders

assessing and addressing key risk factors in families

reducing risk to the child or young person

performing case management and interagency work

developing collaborative relationships with the child or young person and their family, and other key stakeholders

analysing and reviewing complex cases.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

information security, confidentiality issues, responsibilities of rights to privacy and freedom of information

Commonwealth and State or Territory legislative requirements and provisions relevant to area of service delivery and delegated responsibility

organisational procedures, systems and practice for child or young person’s assessment and allocation of services

practices for delivery of services to children and young people, including referral procedures

options, methods and techniques to reduce the risk of child abuse and domestic violence

issues affecting groups:

risk factors

cultural and religious differences

agencies, service providers and professionals that can assist with the planning and delivery of services.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to and use of case management documents and templates

access to organisational standards, policies and procedures

opportunities for engagement with children, young people and families.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT037 Support the progress and positive development of young people demonstrating anti-social behaviours

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to support the development of children and young people, and to support responsibility for behaviour management and change.

This unit applies to staff working in a statutory context and staff supervising children and young people in community programs and agencies.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Maintain supportive contact with children and young people.	1.1. Interact with children and young people in a fair, and strength-based positive manner. 1.2. Use communication strategies with children and young people to support effective interaction and problem-solving. 1.3. Recognise cultural sensitivities and adapt style and language to accommodate cultural values and practices. 1.4. Identify potential causes of conflict and use effective defusing responses. 1.5. Use negotiation techniques to divert and minimise aggressive behaviour. 1.6. Examine cause and effect and encourage responsibility and accountability for behaviour and its outcomes.
2. Monitor needs, risks and progress of children and young people.	2.1. Use formal and informal methods to observe, monitor and gather information about individual and group behaviour. 2.2. Assess behaviour for potential conflict and use preventative and defusing strategies. 2.3. Investigate behaviour and interactions in a fair, objective and consistent manner. 2.4. Check information received from others for accuracy and determine the response consistent with the issues and their seriousness. 2.5. Make decisions on actions that are consistent with all available evidence and organisational policies and procedures. 2.6. Seek specialist advice and make referrals where required to meet the needs of children and young people.
3. Provide positive opportunities for behaviour change.	3.1. Encourage and assist children and young people to maintain contact with family, friends and support according to services and resources available. 3.2. Support contacts between children and young people and networks in the community according to organisational procedures. 3.3. Refer children and young people and family to community services and suitable specialists according to the nature and urgency of needs. 3.4. Make and support contact with family and friends and supporters in accordance with children and young people interests, and organisational policies and procedures. 3.5. Assist children and young people to develop and maintain positive attitudes and relationships with staff, services, agencies, personal supporters from cultural groups including traditional elders, youth workers, respected members of the young person’s community, and cultural, sporting and associations. 3.6. Encourage and support the development of self confidence in children and young people. 3.7. Encourage children and young people to develop positive healthy relationships with others.
4. Assist children and young people to manage risks.	4.1. Challenge unacceptable behaviour and clearly outline options and opportunities to change with positive encouragement. 4.2. Confirm the implications of risk taking behaviour clearly, calmly and objectively. 4.3. Use techniques to redirect behaviour according to organisational policies and procedures. 4.4. Provide reports of incidents arising from risk taking and unacceptable behaviour that are accurate, clear and comply with procedures. 4.5. Report on the effectiveness of the use of behaviour management strategies clearly and accurately in review and debriefing. 4.6. Select strategies and responses for their potential to provide role models and examples of confident and assertive behaviour. 4.7. Carry out intervention strategies according to an analysis of the situation and organisational policies and procedures. 4.8. Use opportunities to acknowledge and reward positive progress in behaviour and relationships.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	produce reports in line with organisational policies and procedures.
Oral communication skills to:	negotiate and defuse potentially critical situations.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT013 Support the progress and development of young people.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT037 Support the progress and positive development of young people demonstrating anti-social behaviours

Modification History

Not applicable.

Performance Evidence

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

observe and monitor behaviour of at least two children and young people for potential conflict and aggressive behaviour

communicate and interact effectively with at least three children or young people, including:

defusing potential causes of conflict

using negotiation techniques to divert and minimise aggressive behaviour

encouraging responsibility and accountability for behaviour and its outcomes

use strategies to minimise inappropriate or aggressive behaviour of children or young people

seek specialist advice and make referrals

encourage children or young people to maintain and develop support networks, including making contact with family and friends

assist at least two children or young people to develop positive attitudes and behaviours in their relation to others, including staff and support services

address a child or young person’s unacceptable behaviour, including:

outlining options and opportunities to change

writing reports on incidents that have arisen from risk taking or unacceptable behaviour

produce at least two reports detailing the appropriateness and effectiveness of the use of behaviour management strategies

carry out at least two intervention strategies based on analysis of situation and organisation policies and procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies, guidelines and procedures

relevant statutory responsibilities related to management of and support for children and young people, court orders, code of conduct, organisation procedures, criminal justice codes, services and programs

support services and specialists and their guidelines for access and service provision

aspects of behaviour and development related to children and young people’s social development, behaviour and relationships

cultural practices and customs of the community relevant to the child or young person’s profile

causes of conflict and defusing responses

techniques for:

addressing situations of unacceptable behaviour

redirecting behaviour

minimising risk

negotiation techniques to divert and minimise aggressive behaviour

observation and information gathering methods.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

opportunities for engagement with children, young people and families.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT038 Interact with the legal system to protect children

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to protect children and young people, and to assist children, young people and their families to negotiate the legal system.

This unit applies to a range of child protection work where it is necessary to understand the differing roles and responsibilities of key legal bodies in the child protection context.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Analyse and evaluate the legal options available to protect children and young people.	1.1. Assess and evaluate the risks and benefits of legal options according to the needs of the individual child or young person and family, including diversion programs and alternatives to the courts process. 1.2. Consult with agencies according to organisational policies and relevant interagency guidelines regarding legal matter for a child or young person and their family. 1.3. Identify options to support child or young person’s and their family’s needs.
2. Liaise with key agencies to ensure children and young people are supported to negotiate the legal system.	2.1. Identify support agencies and associated referral processes for children and young people involved in the legal system. 2.2. Liaise with support agencies in consultation with child or young person and their family and significant others, and other key agencies. 2.3. Consult with and inform child or young person and their family of other available support systems.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT014 Interact with the legal system to protect children.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT038 Interact with the legal system to protect children

Modification History

Not applicable.

Performance Evidence

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

evaluate legal options for one child or young person and their family in consultation with other agencies

liaise with support agencies in identifying support options for one child or young person and their family

consult with one child or young person and their family or those identified by the child to identify legal options and support systems.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

roles and responsibilities of key legal bodies within child protection systems

legislation relevant to child protection work and support systems

powers, orders and processes relating to key legal bodies in child protection

legal options available to children, young people and families

issues children and young people may have within the legal system

roles and functions of support agencies and processes

organisational standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

opportunities for engagement with children, young people and families.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT039 Work effectively within youth justice

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to support the health and wellbeing needs of children and young people interacting with the youth justice system.

This unit applies to work in both a community and custodial youth justice service environment.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assist children and young people to identify and assess issues that affect their health and wellbeing.	1.1. Communicate with children and young people in an open and conducive manner and exchange views about their particular health and wellbeing issues. 1.2. Consult with children and young people about factors that impact on their health and wellbeing. 1.3. Identify specific concerns relating to alcohol and other drug use and mental health issues.
2. Assist children and young people to select options for addressing health and wellbeing issues.	2.1. Support children and young people to reflect upon their own concerns for their health and wellbeing and encourage them to realise their potential for change. 2.2. Provide information to assist children and young people to explore and select options that can be implemented to address domestic violence, health and wellbeing issues. 2.3. Discuss with children and young people the implications of choices and clarify their understanding of impact and risks.
3. Support children and young people to act upon their choice of support and intervention.	3.1. Assist children and young people to be clear about the choices they have made and the reasons for seeking support and intervention. 3.2. Explore with children and young people the choice of methods available to assist them to act upon the support and intervention. 3.3. Facilitate children and young people’s access to their identified choice of support and intervention. 3.4. Maintain contact to a level required to support children and young people to action changes to improve health and wellbeing. 3.5. Encourage children and young people to access further supports as required to meet their needs.
4. Evaluate with children and young people the effectiveness of interventions and supports.	4.1. Provide regular opportunities for children and young people to review their own progress. 4.2. Review children and young people’s original health and wellbeing concerns and the effectiveness of choice of actions. 4.3. Seek opinions and inputs from others involved in the interventions to suggest ways the intervention and support process may be improved. 4.4. Encourage children and young people to identify and discuss their own perceptions of changes to their health and wellbeing as a result of taking action. 4.5. Record outcomes of interventions and supports according to organisational guidelines and confidentiality requirements.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT015 Respond to needs of youth justice clients.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT039 Work effectively within youth justice

Modification History

Not applicable.

Performance Evidence

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

communicate effectively with at least three children or young people interacting with the youth justice system, including:

encouraging children and young people to discuss issues openly and honestly

supporting children and young people through verbal and non-verbal methods

employing strategies to encourage children and young people to recognise their capacity to make changes

acknowledging and respecting the children and young people’s rights

helping the children and young people to maintain their commitment to change

referring children and young people to specialist services when necessary to meet their needs

undertake at least one risk assessment of choices made by a child or young person

record outcomes of interventions and supports accurately and completely on at least two occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

children and young people mental health and social and emotional wellbeing concerns

motivational interviewing techniques

issues and contemporary illegal and legal drug use, treatment and response

legislation, policy and procedures related to working in the youth justice context where children and young people present with complex and multiple issues relating to health and wellbeing

support and intervention types available for children and young people experiencing health and behavioural concerns in the youth justice environment:

misuse of alcohol and other drugs, including addiction

mental health issues including depression and suicide

disabilities

behavioural difficulties

local internal and external organisations and specialist support services available to children and young people

importance of peer support in achieving change

impact of culture, beliefs and preferences on individual’s willingness to discuss areas of concern

theories of how family of origin, intergenerational and environmental health impacts contribute to health and wellbeing of children and young people in the youth justice system

impact of domestic and family violence

relationship between lifestyle choices, nature of children and young people risk taking and offending behaviour

early warning signs of children and young people’s behaviour becoming volatile and procedures to respond to this behaviour whether it is substance use related or otherwise.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

opportunities for engagement with children, young people and their families.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT040 Work in the youth justice environment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work effectively in youth justice service settings.

This unit applies to work in both a community and custodial youth justice service environment.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Perform work meeting legal, ethical and organisation requirements.	1.1. Identify, clarify and apply organisational policies and procedures relating to standards, legislative requirements and code of ethics of own work role. 1.2. Recognise boundaries and limitations of work role and refer matters outside boundaries and limitations to colleagues. 1.3. Identify issues requiring mandatory notification and report to supervisor and authority. 1.4. Comply with the principles of duty of care and legal responsibilities in all work undertaken.
2. Maintain professional work standards.	2.1. Contribute to identifying and implementing improved work practices. 2.2. Respond positively to changes to improve work practices and procedures in accordance with organisational requirements.
3. Work effectively in youth justice services.	3.1. Implement work practices that support the rights of children and young people in the justice system. 3.2. Maintain awareness of current issues influencing the provision of youth justice services, including issues for Aboriginal and/or Torres Strait Islander children and young people. 3.3. Maintain confidentiality in work practices. 3.4. Assess risks and take action according to organisational policies and procedures and legislative requirements. 3.5. Record information accurately and completely as required of job role and according to organisational practice standards. 3.6. Clearly explain worker role and responsibility to the children and young people, including power differentials in the worker, person’s relationship, practice cultural safety and model positive behaviour.
4. Take responsibility for own skill development.	4.1. Seek and receive feedback from supervisor on own standard of work practices. 4.2. Plan with supervisor ways to improve areas of work practice. 4.3. Take part in actions to implement the skill development plan. 4.4. Reflect regularly on own work performance.
5. Communicate effectively in a youth justice environment.	5.1. Encourage open exchanges of information with self and children and young people. 5.2. Minimise constraints to communication with children, young people and colleagues. 5.3. Follow organisational policies and procedures for accessing, collecting and recording written communications about children and young people. 5.4. Ensure communication with colleagues models respect and diversity.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT016 Work in the youth justice environment.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT040 Work in the youth justice environment

Modification History

Not applicable.

Performance Evidence

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

follow legal, ethical and organisational requirements related to the work role, including:

communicating effectively with children, young people and colleagues in a way that is appropriate to age, culture, ability, developmental stage and language requirements, and free from discrimination and oppression

identifying and reporting to supervisor issues requiring mandatory notification

recording information accurately and completely and maintaining confidentiality in work practices

contributing to identifying and implementing improved work practices

explaining worker role and responsibilities to a child or young person and modelling positive behaviour

assess risks and taken action when working in youth justice services

take responsibility for own skill development, including:

seeking and receiving feedback from supervisor

planning ways to improve areas of work practices

participating in skill development plan implementation

reflecting on own work performance.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

youth justice work contexts and the effect of their interrelationship on own work

cultural safety

current youth justice issues that impact on own work area

types of children and young people’s offending behaviour and the factors that influence behaviour

key aspects of the youth justice system and relevant legislation in work jurisdiction

key aspects of the United Nations Convention on the Rights of the Child

code of ethics and organisational policy and procedures relevant to job role, including duty of care requirements

physical, social, psychological and emotional development of children and young people and the ways in which development can be affected

principles and processes of effective communication with diverse groups of children and young people and colleagues

accuracy and completion requirements of written reports and records

agency systems for recording and reporting information about children and young people, the youth justice system and related work functions, including confidentiality requirements

anti-discrimination and inclusivity principles.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

opportunities for engagement with children, young people and families.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT041 Support Aboriginal and/or Torres Strait Islander young people in youth justice system

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to recognise and support the specific needs of Aboriginal and/or Torres Strait Islander children and young people in the youth justice system.

This unit applies to work in both a community and custodial youth justice service environment.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Engage with Aboriginal and/or Torres Strait Islander children and young people and their families.	1.1. Communicate with Aboriginal and/or Torres Strait Islander children and young people and their families to develop trust and professional relationships. 1.2. Review issues affecting Aboriginal and/or Torres Strait Islander children and young people in the youth justice system to identify their particular needs. 1.3. Identify cultural and community characteristics and expectations that may assist with supporting Aboriginal and/or Torres Strait Islander children and young people. 1.4. Use multiple sources to obtain information about the cultural needs of Aboriginal and/or Torres Strait Islander children and young people. 1.5. Support Aboriginal and/or Torres Strait Islander children and young people and their families to obtain further information.
2. Communicate and manage information about the Aboriginal and/or Torres Strait Islander children and young people.	2.1. Obtaining and sharing information about Aboriginal and/or Torres Strait Islander children and young people with consideration and understanding of ethical practices and cultural protocols. 2.2. Follow organisational policies, code of ethics and procedures for communication strategies to be used with diverse groups and individuals. 2.3. Provide interpreter and translator services for families as required to assist communication. 2.4. Identify issues requiring mandatory notification and report to supervisor and authority. 2.5. Use information obtained about Aboriginal and/or Torres Strait Islander children and young people’s cultural identity to inform case plans and activities.
3. Support families and kinship networks to remain in contact with Aboriginal and/or Torres Strait Islander children and young people.	3.1. Work with relevant stakeholders and kinship networks of Aboriginal and/or Torres Strait Islander children and young people to identify resources and practical assistance needed to maintain worker and family contact both in and out of custody settings. 3.2. Determine potential barriers to communication for Aboriginal and/or Torres Strait Islander children and young people and their families and support the maintenance of communication. 3.3. Recognise the importance of whole community in supporting and caring for Aboriginal and/or Torres Strait Islander children and young people. 3.4. Encourage family and relevant stakeholders to participate in case planning.
4. Represent the needs of Aboriginal and/or Torres Strait Islander children and young people to others in the organisation.	4.1. Identify and convey the cultural needs of Aboriginal and/or Torres Strait Islander children and young people to other staff and agencies. 4.2. Encourage families to convey specific needs of Aboriginal and/or Torres Strait Islander children and young people to relevant staff. 4.3. Seek cultural expertise for suggestions on how to make the environment sensitive to cultural needs. 4.4. Observe and report risk factors for self-harm. 4.5. Source and provide information on other services that can support Aboriginal and/or Torres Strait Islander children and young people and their families.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT017 Support Aboriginal and/or Torres Strait Islander young people in youth justice system.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT041 Support Aboriginal and/or Torres Strait Islander young people in youth justice system

Modification History

Not applicable.

Performance Evidence

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

engage with at least one Aboriginal or Torres Strait Islander child or young person in the youth justice system and their family, including:

communicating appropriately to develop trust and a professional relationship

identifying their particular cultural needs

providing opportunities for the child or young person and their family to obtain further information

using information about child or young person’s cultural identity to inform case plans and activities

seeking cultural expertise on how to make the environment sensitive to cultural needs

support families and kinship networks to retain contact with an Aboriginal and/or Torres Strait Islander child or young person in the youth justice system, including:

identifying resources and practical assistance needed to maintain contact

identifying potential barriers to communication

engaging with the child or young people rather than focussing on casework

encouraging family participation in case planning.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation relevant to work jurisdiction, including mandatory reporting requirements

contemporary issues affecting Aboriginal and/or Torres Strait Islander people in custody

how to work with Aboriginal and/or Torres Strait Islander children and young people in custody

physical, social, psychological, and emotional development of children and young people and the ways in which development can be affected

principles of good practice in youth justice work with diverse people and groups

code of ethics and organisational policies and procedures for liaison and communication with families of children and young people in custody

sources of information and protocols to obtain cultural and community information

risk analysis and reporting processes, including self-harm identification

importance and differences of security awareness in custodial and community youth justice work

rights and responsibilities of children and young people and their families and carers when interacting with the youth justice system

principles and processes of effective communication with diverse groups of children and young people and colleagues

importance of anti-discrimination and inclusivity principles applied to work practices.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

opportunities for engagement with Aboriginal and/or Torres Strait Islander children, young people and families.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT042 Prepare young people for reintegration

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work effectively with young people to prepare them for reintegration into the community.

This unit applies to work in both a community and custodial youth justice service environment.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify activities to prepare children and young person for reintegration.	1.1. Assist children and young people to identify their own needs to prepare for reintegration. 1.2. Research, identify and provide activities for preparing for reintegration and, if needed, assist children and young people to choose the activity. 1.3. Confirm that preparation activities do not compromise security, safety, needs and rights of children and young people and the worker, organisation and community. 1.4. Identify realistic objectives of preparation activities in consultation with children and young people, and the supervisor. 1.5. Refer children and young people to specialist to support needs that cannot be met internally.
2. Implement preparation activities.	2.1. Explain and confirm that children and young people understand the limitations and requirements of the activity and consequences of breaches. 2.2. Confirm the objectives, outcomes and standards of behaviour expected with children and young people and others involved in the activities. 2.3. Identify breaches of activity requirements and take action in line with organisational policies and procedures. 2.4. Comply with occupational health and safety requirements in activities that occur outside the custodial setting. 2.5. Evaluate the effectiveness of the activity against the objectives and expected outcomes, in consultation with key personnel. 2.6. Liaise with external organisations to promote and develop further activities that support children and young people’s preparation for reintegration.
3. Support children and young people preparing for reintegration.	3.1. Provide resources, information and encouragement to enable children and young people to actively participate in the reintegration activity. 3.2. Communicate with children and young people in a way that promotes their confidence and self-responsibility. 3.3. Monitor and review children and young people’s progress in preparing for reintegration. 3.4. Implement change to activities where children and young people’s progress is not evident. 3.5. Record and report on activities as required by job role and guidelines of the organisation.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT018 Prepare young people for reintegration.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT042 Prepare young people for reintegration

Modification History

Not applicable.

Performance Evidence

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

prepare at least one child or young person for reintegration, including:

researching, identifying and providing preparation activities to assist the reintegration

providing information and encouragement to enable active participation in reintegration activity

assisting the child or young person to identify their own needs in preparing for reintegration

referring the child or young person to specialist support

monitoring and reviewing the child or young person’s progress in preparing for reintegration, and making changes to activities where required to meet their needs

implement at least one preparation activity, including:

explaining the limitations and requirements of the activity and confirming the child or young person’s understanding

identifying breaches of activity requirements

evaluating effectiveness of activity against objectives and expected outcomes.

liaising with external organisations to promote and develop further activities that support the child or young person’s reintegration

recording and reporting on activities accurately and completely, according to organisational requirements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation relevant to reintegration activities according to work jurisdiction

policies and procedures for dealing with breaches of activity requirements

key aspects of the United Nations Convention on the Rights of the Child

code of ethics, standards of practice and organisational policies and procedures relevant to job role and preparation for reintegration activities

physical, social, psychological, and emotional development of young people and the ways in which development can be affected

evaluation techniques to determine the effectiveness of reintegration activities

security and safety needs and rights relevant to children and young people, and workers, organisations and the community

principles and processes of effective communication with diverse groups of children and young people and colleagues

agency systems for recording and reporting information about children and young people, the youth justice system and related work functions

development strategies for reintegration activities.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies, and procedures

opportunities for engagement with children, young people, and families.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT043 Develop and support youth justice team

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to encourage, develop and support positive teamwork in youth justice service settings.

This unit applies to work in both a community and custodial youth justice service environment.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and maintain effective relationships with colleagues.	1.1. Identify and agree to work responsibilities in consultation with team members. 1.2. Plan and fulfil own responsibilities as agreed with colleagues. 1.3. Work effectively in a team in daily practice. 1.4. Identify need and provide support to colleagues within scope of own job role. 1.5. Establish own support needs and seek assistance from team as required to meet own support needs. 1.6. Behave ethically and equitably to support an open and accountable workplace. 1.7. Identify actual and potential conflicts with colleagues and work to resolve them.
2. Maintain confidential and respectful communications with colleagues.	2.1. Use communication equipment according to the guidelines of the organisation. 2.2. Communicate with colleagues according to organisational policies and procedures. 2.3. Select and use communication strategies to accommodate the communication needs of colleagues. 2.4. Provide documented communications within agreed timeframes. 2.5. Maintain confidentiality in communications with colleagues. 2.6. Identify, record and report issues which breach organisational standards of practice.
3. Assist with the development of the team.	3.1. Discuss team responsibilities with all team members. 3.2. Collect and use team feedback to improve team relationships and team performance. 3.3. Present information about improvements to team practices in a constructive, clear and timely manner. 3.4. Respond positively to team feedback about suggested improvements and strategies.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT019 Develop and support youth justice team.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT043 Develop and support youth justice team

Modification History

Not applicable.

Performance Evidence

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

communicate and work effectively with colleagues, managers and other agency staff on at least three separate occasions, including:

establishing and agreeing to work responsibilities

identifying actual and potential conflicts with colleagues and working to resolve them

using communication equipment

employing communication strategies to meet the needs of different colleagues

providing documented communication

identifying own support needs and seeking assistance from the team

identifying, recording and reporting issues which breach organisational standards of practice

implementing anti-discrimination work practices

collecting and using feedback from team members that improves team relationships and performance.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

effective teamwork practices

communication strategies for giving and receiving feedback

legislation, code of ethics and workplace practices relevant to the job role

team dynamics and relationships in a work environment

barriers to effective teamwork in youth justice settings

management strategies for negotiating tasks and making constructive suggestions in a team

conflict resolution strategies.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational standards, policies and procedures

opportunities for engagement with colleagues, managers and other agency staff.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSAC006 Support children to participate in school age care

Modification History

Release 1. CHCSAC006 Support children to participate in school age care supersedes and is not equivalent to CHCSAC001 Support children to participate in school age care.

Application

This unit describes the performance outcomes, skills and knowledge required to identify, implement and monitor support strategies to guide children’s effective participation within the framework of school age care.

This unit applies to educators who work in regulated school age education and care services according to established policies and procedures. They may at times work alone without onsite supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

School Age Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the support needs of children in school age care.	1.1. Establish professional and ethical relationships and boundaries with children and their families according to service policies and procedures. 1.2. Encourage children to express their needs using appropriate communication. 1.3. Consult with family or other staff about individual children’s needs. 1.4. Communicate in ways that show respect for inclusion and diversity. 1.5. Confirm individual needs with the child, their family and other relevant staff prior to working with child. 1.6. Document the child’s individual support needs and associated strategies according to service policies and procedures.
2. Implement support strategies.	2.1. Implement strategies that are based on individual child’s needs. 2.2. Provide support that reflects service procedures, duty of care requirements and industry standards. 2.3. Use age-appropriate approaches and communication to enable children to express their need for support. 2.4. Access support when required to optimise the child’s participation in school age care.
3. Monitor effectiveness of individual support provided.	3.1. Implement processes for the evaluation and review of individual child support needs. 3.2. Use observation and reflection to evaluate the strategies implemented to support the child’s participation in school age care. 3.3. Regularly consult with colleagues and the child’s family to review effectiveness of support provided in school age care. 3.4. Identify and discuss challenges experienced in providing support to children and develop alternative strategies in collaboration with colleagues and the child’s family. 3.5. Make adjustments and implement alternative support strategies as a result of the review process.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret service policies and procedures.
Writing skills to:	record information according to service policies and procedures.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding interact and engage with children, families and colleagues to build rapport.
Initiative and enterprise skills to:	determine appropriate strategies to support children’s individual needs determine and use appropriate template for reporting, according to service policies and procedures.

Unit Mapping Information

Release 1. CHCSAC006 Support children to participate in school age care supersedes and is not equivalent to CHCSAC001 Support children to participate in school age care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSAC006 Support children to participate in school age care

Modification History

Release 1. CHCSAC006 Support children to participate in school age care supersedes and is not equivalent to CHCSAC001 Support children to participate in school age care.

Performance Evidence

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

identify, document, implement and monitor support strategies to meet the needs of three different children in school age care on at least one occasion for each child

perform the activities outlined in the performance criteria of this unit during a period of at least 160 hours of work with school age children in a regulated children’s education and care service.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the National Quality Standard and related regulations and laws applicable to this unit, including:

children’s health and safety

collaborative partnerships with families and communities

educational program and practice

physical environment

relationships with children

development factors relevant to the middle childhood age group

different types of support needs in school-age care:

behavioural

cultural

developmental:

cognitive

communication

emotional

physical

social

homework assistance

sibling connection

principles of inclusion and diversity and their application in the context of school age care

ways to evaluate needs of children in middle childhood, who should be involved, and the factors that impact support needs

communication techniques and their specific application to communication with children in middle childhood:

active listening

questioning

verbal

non-verbal

the role and importance of collaboration in the planning and provision of support, and who should be involved:

children

families

colleagues

other educators

school staff

other professionals working with the child

methods for evaluating the success of support strategies

strengths-based approaches to support children’s participation in school age care.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

performance evidence may be collected through authenticated third-party reports

third-party evidence must be supplemented by other forms of evidence

interactions with children must be supervised by an approved educational professional.

Assessment must ensure access to:

resources that support specific support strategies

information technology for documentation

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for:

collaborative partnerships with families and community

educational program and practice

health and safety

partnerships with family

relationships with children

educators for collaboration

school age children in a regulated children’s education and care service.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSAC007 Develop and implement play and leisure experiences in school age care

Modification History

Release 1. CHCSAC007 Develop and implement play and leisure experiences in school age care supersedes and is not equivalent to CHCSAC002 Develop and implement play and leisure experiences in school age care.

Application

This unit describes the performance outcomes, skills and knowledge required to identify, plan, implement and evaluate play and leisure experiences for children participating in school age care.

This unit applies to educators who work in regulated school age education and care services according to established policies and procedures. They may at times work alone without onsite supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

School Age Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify play and leisure interests of children in school age care.	1.1. Identify children’s interests, ideas, knowledge, strengths, culture, abilities and skills based on observation and interactions with children. 1.2. Read children’s records and identify relevant information for planning experiences. 1.3. Identify and review suitable experiences relevant to children’s interests. 1.4. Confirm individual children’s support and guidance needs with families, colleagues and child.
2. Plan experiences.	2.1. Plan experiences based on information gathered in consultation with children, families and other stakeholders. 2.2. Select activities and resources that promote access, equity, diversity and inclusion of all children in the service. 2.3. Determine operational arrangements for experiences and assess feasibility within budgets and timeframes. 2.4. Develop flexible implementation plans that suit a variety of contexts and respond to contingencies. 2.5. Identify and include evaluation strategies in the planning process. 2.6. Document experience plans according to service policies and procedures and relevant legislative requirements.
3. Implement school age care experiences.	3.1. Set up environments for leisure and play according to the experience plan and adapt where necessary to reflect changing interests and needs of children. 3.2. Follow service safety policies and procedures in implementing experiences. 3.3. Select experiences based on children’s expressed interests, service requirements and resource availability. 3.4. Identify changing needs and adapt experiences accordingly. 3.5. Respond to and manage implementation difficulties, promptly seeking support where necessary.
4. Evaluate experiences.	4.1. Use reflection and evaluation strategies during and after experiences and use outcomes for future plan development. 4.2. Prepare evaluations on experiences using critical reflection according to service policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret service policies and procedures.
Writing skills to:	record information according to service policies and procedures.
Oral communication skills to:	interact and engage with children to build rapport ask open and closed questions and actively listen to seek information and confirm understanding.
Numeracy skills to:	interpret numerical information in relation to budgets and timeframes.
Problem-solving skills to:	select appropriate responses to implementation issues.
Technology skills to:	document experience plans using digital media.

Unit Mapping Information

Release 1. CHCSAC007 Develop and implement play and leisure experiences in school age care supersedes and is not equivalent to CHCSAC002 Develop and implement play and leisure experiences in school age care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSAC007 Develop and implement play and leisure experiences in school age care

Modification History

Release 1. CHCSAC007 Develop and implement play and leisure experiences in school age care supersedes and is not equivalent to CHCSAC002 Develop and implement play and leisure experiences in school age care.

Performance Evidence

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

plan, implement and evaluate play and leisure experiences for children between the ages of 5 and 12 years that collectively include:

two indoor experiences

two outdoor experiences

one experience for an individual child

one experience for a group of children

one experience that supports development of a fundamental movement skill.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the National Quality Standard and related regulations and laws applicable to this unit including:

children’s health and safety

collaborative partnerships with families and communities

educational program and practice

physical environment

relationships with children

principles of good practice and industry standards for working with children in outside of school hours care

service policies and procedures relating to:

safety

documentation of experience plans

evaluation of experiences

budgetary and timeframe requirements for developing and implementing activities and programs in school age care

development factors relevant to the age group and appropriateness of the activity and program

play:

the nature of play

its importance for children

features and role of a play-based pedagogy and why it is important

what represents a quality play experience

differences between planned play experiences and spontaneous play opportunities

theories of play and their application to middle childhood (minimum two theories)

environments, resources and materials that suit different types of play:

individual

group

indoor

outdoor

play supporting fundamental movement skills

how to set up play areas that are:

safe

non-threatening

stimulating

challenging

child initiated and led

promote a sense of belonging and agency

how to adapt play for differing interests, knowledge, strengths, cultures and abilities

ways to encourage and engage children in play activities

how to use a structured process of observation and reflection to improve children’s play experiences

the interrelationship between play and safety, and measures to minimise risks for children and others

evaluation processes for school age care programs

industry standards as they relate to activities delivered in the school age care context

recommendations in Australia’s Physical Activity and Sedentary Behaviour Guidelines for Children (5-12 years) or its successors.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

the following aspects of performance evidence must be directly observed by the assessor:

implementation of one indoor experience

implementation of one outdoor experience

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party evidence must be supplemented by other forms of evidence

interactions with children must be supervised by an approved educational professional.

Skills related to planning and evaluation of experiences may be demonstrated outside of the service, but must be based on work within a regulated children’s education and care service in Australia.

Assessment must ensure access to:

an indoor environment

an outdoor environment

educational program documentation

resources that support the specific play and leisure experiences

information technology for documentation

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for:

educational program and practice

health and safety

relationships with children

school age children between the ages of 5 and 12 years in a regulated children’s education and care service.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSAC008 Work collaboratively and respectfully with school age children

Modification History

Release 1. CHCSAC008 Work collaboratively and respectfully with school age children supersedes and is not equivalent to CHCSAC003 Work collaboratively and respectfully with children in school age care.

Application

This unit describes the performance outcomes, skills and knowledge required to engage and interact with school age children and guide their behaviour in positive ways.

This unit applies to educators who work in regulated school age education and care services according to established policies and procedures. They may work alone or without onsite supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

School Age Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Interact positively with school age children.	1.1. Actively listen to children to gain an understanding of them as individuals in the environment. 1.2. Use communication strategies that encourage relationship-building and are appropriate to the individual. 1.3. Use appropriate approaches and communication to enable children to express their needs in a range of ways. 1.4. Use information that the child provides about their needs to inform all actions and decisions. 1.5. Use cross-cultural communication strategies to engage respectfully with children from diverse backgrounds. 1.6. Use communication techniques that support the inclusion of all children.
2. Support and respect children.	2.1. Organise spaces, resources and routines within scope of own responsibility that reduce potential for stress or frustration in children. 2.2. Support practices and routines that honour children, their families and the community context. 2.3. Show genuine interest in, understanding of, and respect for, all children. 2.4. Comfort children who cry or show signs of distress. 2.5. Respond positively to varying abilities and confidence levels and acknowledge children’s efforts and achievements. 2.6. Model gentle and calm behaviour and provide reassurance even when children strongly express distress, frustration or anger. 2.7. Support children to make choices and experience natural consequences while monitoring risk of physical or emotional harm to the child or another being.
3. Guide children’s behaviour.	3.1. Establish expectations and communicate these in ways that children will understand. 3.2. Involve children in identifying positive behaviours and developing limits and consequences for inappropriate behaviours. 3.3. Provide guidance in a positive and supportive manner. 3.4. Use positive reinforcement and clear verbal and non-verbal responses when children make positive choices. 3.5. Use positive language, gestures, facial expressions and tone of voice when redirecting or discussing children’s behaviour with them. 3.6. Use appropriate strategies to redirect behaviour and defuse situations of conflict or stress. 3.7. Guide children’s behaviour in ways that promote self-regulation and preserve and promote children’s self-esteem. 3.8. Identify situations where children may need additional support and seek guidance from the relevant party.
4. Reflect on relationships with children.	4.1. Review own skills in developing relationships through reflection and observation of others in the workplace. 4.2. Identify areas for enhancing own skills and seek support and guidance as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Oral communication skills to:	interact and engage with children to build rapport.
Initiative and enterprise skills to:	determine methods of relaying information in a culturally appropriate manner use appropriate support strategies when opportunities arise.
Self-management skills to:	proactively seek opportunities to improve own work practice and conduct.

Unit Mapping Information

Release 1. CHCSAC008 Work collaboratively and respectfully with school age children supersedes and is not equivalent to CHCSAC003 Work collaboratively and respectfully with children in school age care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSAC008 Work collaboratively and respectfully with school age children

Modification History

Release 1. CHCSAC008 Work collaboratively and respectfully with school age children supersedes and is not equivalent to CHCSAC003 Work collaboratively and respectfully with children in school age care.

Performance Evidence

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

communicate positively and respectfully during interactions with school age children on two occasions that collectively include:

individual interactions

group interactions

play experiences

physical care

a situation where child is reluctant to follow instructions

a situation of conflict between children

times of transition, at least one of the following:

from one activity to another

from one location to another.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the National Quality Standard and related regulations and laws applicable to this unit

development factors relevant to communication with school age children of varying ages and abilities

communication techniques and their specific application to communication with school age children of varying ages and abilities:

active listening

questioning

verbal

non verbal

techniques to guide children’s behaviour

the factors that influence children’s behaviour

self regulation for children:

techniques for encouraging self regulation

recognising signs of dysregulation

how to recognise situations where further support or intervention may be required

parties who may be involved in identifying additional support needs of children:

children

families

colleagues

other educators

school staff

other professionals working with the child

principles of inclusiveness, diversity, equity and access in children’s education and care

strengths-based approaches to support children’s participation in school age education and care

support strategies for ensuring participation of children

service standards, policies and procedures for:

relationships with children

managing challenging behaviours.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

interactions with children as specified in the Performance Evidence must be directly observed by the assessor on at least one occasion.

remaining performance evidence may be collected through authenticated third-party reports.

observation and third-party evidence must be supplemented by other forms of evidence.

interactions with children must be supervised by an approved educational professional.

Assessment must ensure access to:

service standards, policies and procedures for:

relationships with children

managing challenging behaviours

National Quality Framework:

National Quality Standard

the relevant approved learning framework

school age children in a regulated children’s education and care service.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSAC009 Support the holistic development of children in school age care

Modification History

Release 1. CHCSAC009 Support the holistic development of children in school age care supersedes and is not equivalent to CHCSAC004 Support the holistic development of children in school age care.

Application

This unit describes the performance outcomes, skills and knowledge to recognise and support the interrelationship between the physical, social, emotional, cognitive and communication development of school age children.

This unit applies to educators who work in regulated school age education and care services according to established policies and procedures. They may at times work alone without onsite supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

School Age Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Support physical development.	1.1. Use daily routines as opportunities to support children to acquire and practise skills. 1.2. Select and arrange equipment that will develop fine and gross motor skills, and challenge and encourage choice and spontaneity in physically active play according to service policies and procedures. 1.3. Identify and use opportunities to support emerging physical skills of individual children. 1.4. Support children to take increasing responsibility for their own health and wellbeing through positive communication and information sharing.
2. Support social development.	2.1. Provide guidance and information that helps children understand and accept responsibility for their own actions appropriate to their level of understanding. 2.2. Create opportunities for one-on-one interactions. 2.3. Model care, empathy and respect for children, educators and families. 2.4. Join in play and social experiences with children. 2.5. Provide guidance that helps children when they are having difficulty understanding or communicating with each other. 2.6. Model language that children can use to express ideas, negotiate roles and collaborate to achieve goals. 2.7. Support children to develop trusting relationships with others, including children, adults and educators. 2.8. Use communication and modelling that encourages children to respect each other’s individual differences. 2.9. Offer children play choices and respect children’s choice regarding participation.
3. Support emotional development.	3.1. Provide children with strategies to make informed choices about their behaviours appropriate to their level of understanding. 3.2. Support children’s efforts through assistance and encouragement, and communicate in ways that allow them to experience pride and confidence in their achievements. 3.3. Provide acknowledgement and support if a child experiences frustration and encourage children to see mistakes as an opportunity to learn. 3.4. Help children to express and manage feelings appropriately through modelling and encouragement. 3.5. Motivate and encourage children to persevere with challenges through use of positive communication. 3.6. Share children’s successes with families in informal and formal ways.
4. Support cognitive development.	4.1. Intentionally scaffold children’s learning according to experience guidelines and with appropriate guidance. 4.2. Select materials, resources, technologies and experiences that support exploration and problem-solving and provide appropriate challenge. 4.3. Select experiences that allow children to explore different and varied concepts. 4.4. Engage children in sustained shared conversations to extend their thinking.
5. Support communication development.	5.1. Value the child’s linguistic heritage and encourage use and acquisition of home languages. 5.2. Select, read and tell developmentally appropriate stories. 5.3. Use props to stimulate children’s enjoyment of language and literature. 5.4. Model and encourage two-way communication through questions and careful listening. 5.5. Draw children’s attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sounds. 5.6. Create opportunities for group discussions and the exchange of views between children. 5.7. Ask and answer questions during reading and discussion of books or other texts. 5.8. Model appropriate language and encourage children to express themselves through language in different contexts and for different purposes.
6. Support holistic learning and development.	6.1. Recognise and promote opportunities for development in multiple areas. 6.2. Select and use resources and materials that offer integrated opportunities for challenge, intrigue and curiosity. 6.3. Support collaboration with colleagues through sharing and seeking of information.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Oral communication skills to:	interact and engage with children to build rapport.
Problem-solving skills to:	provide support to children and determine methods to appropriately scaffold their learning, according to their individual ability.
Initiative and enterprise skills to:	use appropriate support strategies when opportunities arise.
Teamwork skills to:	share information to support holistic development.

Unit Mapping Information

Release 1. CHCSAC009 Support the holistic development of children in school age care supersedes and is not equivalent to CHCSAC004 Support the holistic development of children in school age care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSAC009 Support the holistic development of children in school age care

Modification History

Release 1. CHCSAC009 Support the holistic development of children in school age care supersedes and is not equivalent to CHCSAC004 Support the holistic development of children in school age care.

Performance Evidence

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

support the holistic development of children in the following age groups:

5 – 7 years

8 – 12 years

support the holistic development of children in each of the above age groups during two different experiences for each age group that collectively provide opportunities for development in the following areas:

cognitive

communication

emotional

physical

social

perform the activities outlined in the performance criteria of this unit during a period of at least 160 hours of work with school age children in a regulated children’s education and care service.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the National Quality Standard and related regulations and laws applicable to this unit including:

children’s health and safety

educational program and practice

physical environment

relationships with children

introductory-level child development:

early brain development and importance for future educational success

major developmental milestones from 5 -12 years:

cognitive

communication

emotional

physical

social

influences on development

variations in development

development in the context of inclusive practice

indicators of:

risk

atypical development

behaviour changes in the child

foundational knowledge of developmental theory

aspects of poor early childhood development:

poor diet

lack of play

limited stimulation of brain development

lack of materials and resources

inconsistent or non-existent emotional support or comfort

trauma

other life experiences which interrupt appropriate childhood activities, and their potential long-term harmful impacts

the educational program planning cycle and process and how it is based on child development

symbol systems including letters, numbers, time, money and musical notation

service standards, policies and procedures for:

educational program and practice

health and safety

physical environment

relationships with children.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

the following aspects of performance evidence must be directly observed by the assessor:

support of two experiences

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party evidence must be supplemented by other forms of evidence

interactions with children must be supervised by an approved educational professional.

Assessment must ensure access to:

educational program documentation

resources that support the specific play and learning experiences covering all developmental domains

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service policies and procedures for:

educational program and practice

health and safety

physical environment

relationships with children

school age children as specified in the Performance Evidence between 5 and 12 years of age in a regulated children’s education and care service.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSAC010 Foster holistic learning, development and wellbeing for school age children

Modification History

Release 1. CHCSAC010 Foster holistic learning, development and wellbeing for school age children supersedes and is not equivalent to CHCSAC005 Foster the holistic development and wellbeing of the child in school age care.

Application

This unit describes the performance outcomes, skills and knowledge required to foster and enhance the holistic learning, development and wellbeing of school age children. It includes the ability to use detailed knowledge of developmental theory and different developmental domains and how they link to support holistic development.

This unit applies to educators who work in regulated school age education and care services to both develop and implement curriculum in the context of an approved learning framework. They may at times work alone or without onsite supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

School Age Education and Care

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop, maintain and share knowledge of childhood development for school age children.	1.1. Identify and access credible sources of information and evidence about childhood development. 1.2. Use critical thinking to interpret and compare information from different sources and perspectives. 1.3. Assess the relevance of information in the context of own work and learning frameworks used. 1.4. Identify and use opportunities to update and enhance own knowledge. 1.5. Identify and use opportunities to share knowledge with colleagues and others involved in the care and education of children.
2. Foster development in all developmental domains.	2.1. Investigate and act on ways to integrate evidence about childhood development into work practice. 2.2. Identify suitable strategies to support development for specific domains. 2.3. Plan, document and provide environments and curriculum with appropriate levels of challenge across developmental areas where children are encouraged to explore, experiment and take risks in their learning and leisure activities.
3. Foster holistic and collaborative practice.	3.1. Observe and monitor children’s skills and development in ways that reflect the interrelationships between different developmental domains. 3.2. Develop and use tools and resources in ways that reflect the interrelated nature of development. 3.3. Plan and provide play opportunities that allow children to experience agency through being active decision makers in the learning environment. 3.4. Create opportunities that facilitate collaboration and diverse contributions to the learning community.
4. Evaluate work practice.	4.1. Monitor children’s development and critically reflect on own practice for continuous improvement. 4.2. Identify and use opportunities to gather feedback from colleagues, families and children. 4.3. Use and expand on children’s ideas and skills to improve practice in the context of childhood development. 4.4. Make evaluation a regular activity, and document outcomes according to service policies and procedures. 4.5. Use evaluation outcomes to influence the design of future practice.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar and potentially complex information about childhood development.
Writing skills to:	record information according to service policies and procedures.
Oral communication skills to:	ask open and closed questions and actively listen to seek information and confirm understanding.
Problem-solving skills to:	identify deficiencies in information and address by ongoing searches.
Self-management skills to:	proactively seek opportunities to improve own work practice and conduct.
Technology skills to:	research information about childhood development using digital media.

Unit Mapping Information

Release 1. CHCSAC010 Foster holistic learning, development and wellbeing for school age children supersedes and is not equivalent to CHCSAC005 Foster the holistic development and wellbeing of the child in school age care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSAC010 Foster holistic learning, development and wellbeing for school age children

Modification History

Release 1. CHCSAC010 Foster holistic learning, development and wellbeing for school age children supersedes and is not equivalent to CHCSAC005 Foster the holistic development and wellbeing of the child in school age care.

Performance Evidence

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

research and analyse information from three different sources about the following domains of childhood development for school age children, and their interrelationships:

cognitive

communication

emotional

physical

social

plan, document and provide four experiences that individually or collectively incorporate:

daily activities

play

transitions

individual activities

group activities

in each of the above four experiences, integrate opportunities for development across two or more of the following areas:

cognitive

communication

emotional

physical

social

from the above four experiences:

provide an experience on two different occasions for individual children

provide an experience on two different occasions for groups of three or more children

use critical reflection to evaluate the experiences provided

perform the activities outlined in the performance criteria of this unit during a period of at least 280 hours of work with school age children in a regulated children’s education and care service.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the National Quality Standard and related regulations and laws applicable to this unit including:

children’s health and safety

educational program and practice

physical environment

relationships with children

core principles of child development and associated developmental tasks

child development theory for children between 5 and 12 years of age and how each of the following impacts the educator role:

historical perspectives at an overview level

current and emerging theories influencing practice in Australia and how these are applied in day-to-day activities

theories of children’s emotional and psychological development

key features of the work of three theorists relevant to the work context

key aspects of current brain development research

contextual factors which influence the children’s development

strategies and activities that support development in the following areas through play, daily routines and transitions:

cognitive, including opportunities for:

integration of science, mathematics and technology

experiencing consequences of choices, actions and ideas

challenge

exploration and experimentation

safe risk taking

investigation of ideas with thinking, reasoning and hypothesising

exploration of concept development

constructing and taking apart

use of everyday materials for creation of patterns, sorting, categorisation and comparing

communication, including opportunities for:

language and literacy development

valuing of linguistic heritage

engagement with familiar and unfamiliar culturally constructed text

use of home languages and Standard Australian English.

experimentation with images and print

emotional, including opportunities for:

experiencing strength and success

challenging of children’s emerging skills and capabilities.

independent engagement with tasks

exploration of self-image and identity

development of self-esteem and self-identity

release of feelings and expression of emotions

physical, including opportunities for development of:

fine motor skills

gross motor skills

fundamental movement skills

social, including opportunities for:

different forms of social interaction

privacy, solitude or quiet

group discussions and shared decision-making

promotion of cooperation and conflict resolution

promotion of a sense of community

investigation of ethical issues

links between cognitive, communication, emotional, physical and social development and how these come together in holistic practice

critical reflection:

what is critical reflection

why and how educators use critical reflection

what makes for meaningful critical reflection

methods of obtaining feedback, evaluating and documenting work practice and using results of evaluation to adjust future practice.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

the following aspects of performance evidence must be directly observed by the assessor:

provision of two experiences

remaining performance evidence may be collected through authenticated third-party evidence

observation and third-party reports must be supplemented by other forms of evidence

interactions with children must be supervised by an approved educational professional.

Skills related to research, planning and evaluation may be demonstrated outside of the service, but must be based on work in a regulated children’s education and care service in Australia.

Assessment must ensure access to:

resources that support the specific play and learning experiences covering all developmental domains

information technology for research and documentation

National Quality Framework:

National Quality Standard

the relevant approved learning framework

service standards, policies and procedures for:

children’s health and safety

collaborative partnerships with families and communities

educational program and practice

relationships with children

school age children in a regulated children’s education and care service.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSET003 Work with forced migrants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work with, and for, refugees within an ethical, social, political and economic context.

This unit applies to work within an agency, directly or indirectly, involved with the provision of services to forced migrants, people with refugee and special humanitarian visas, people granted refugee status in Australia, business and skilled migrants whose prime motivation for leaving their country was to escape violence or persecution, and the immediate family members of anyone from these groups.

Workers have limited responsibilities and work within established guidelines to develop, monitor and provide support and services in a range of areas, including but not limited to, settlement, accommodation, counselling, financial advice, family services, youth work, income support, education, health care and crisis intervention.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Settlement Support

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop a professional rapport with people who are forced migrants.	1.1. Apply cultural sensitivity and adapt communication techniques, style and language to accommodate cultural values and practices of people who are forced migrants. 1.2. Identify how own ethnicity, religion, class and gender affect interactions with people and modify approach to suit people who are forced migrants. 1.3. Identify the communication needs of people who are newly arrived, traumatised and confused and modify approach to suit. 1.4. Identify where an interpreter is needed and work to ensure that interpreter services are accessed.
2. Plan settlement services.	2.1. Identify current issues which may impact on own work and organisation relevant to the provision of settlement services. 2.2. Collect, discuss and use the views of key stakeholders and representatives from relevant target groups when determining service requirements. 2.3. Develop and maintain links with workers in complementary roles in the provision of settlement services. 2.4. Evaluate issues in relation to a person’s culture, family background and interest and modify settlement plan to suit. 2.5. Identifying specific needs of individuals and determine learning program requirements. 2.6. Document and agree on settlement plan with person and other relevant service providers and stakeholders.
3. Address issues associated with people who are forced migrants.	3.1. Provide support to people who are forced migrants using a collaborative approach. 3.2. Discuss and provide information regarding services available in Australia and the importance of using these services. 3.3. Take into account the culture, religion, gender and experiences of the person in all actions and decisions. 3.4. Recognise signs of trauma and refer to other services. 3.5. Support person to deal with loss and grief. 3.6. Support person to deal with discrimination from the mainstream community and other ethnic groups. 3.7. Support person to make links within their own community and within the broader Australian community. 3.8. Refer person to other service providers as required to meet their needs.
4. Monitor and review support.	4.1. Obtain ongoing feedback from people in relation to service and support. 4.2. Evaluate progress in relation to settlement plan. 4.3. Monitor stress and emotions of self and colleagues and implement strategies to maintain wellbeing. 4.4. Identify opportunities for improved service provision and modify approach.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCSET001 Work with forced migrants.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSET003 Work with forced migrants

Modification History

Not applicable.

Performance Evidence

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

develop, deliver, monitor and review the delivery of a settlement plan for three groups of forced migrants.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

national, State or Territory and local legal and ethical considerations relevant to settlement services and how these are applied in organisations and individual practice:

privacy, confidentiality and disclosure

mandatory reporting

conflict of interest and maintaining professional boundaries

discrimination

access and equity

drivers and issues associated with migration and forced migration:

what migration is and what forms it takes

causes and impacts of forced migration

international protection regime

Australia’s response to forced migration

immigration processes, including how and why people select to come to Australia

visa subclasses relevant to forced migrants

profile of the current humanitarian program entrants, their experience and the impact of this on their settlement needs

settlement process, practices and policies in Australia:

current and historical context of work in this sector

social, political and economic context in which the sector operates

what is settlement including current theories, phases and indicators

practical and emotional settlement needs of new migrants

services available to new migrants and how these services can be accessed

settlement plans and how they are developed

government service principles

service delivery frameworks for forced migration

refugee experience and how to recognise the effects of grief, loss, stress, torture and trauma

signs and impacts of post-traumatic stress disorder

impact of migration on the family and the impact of changed roles within the family

importance of identity and the significance of giving people a chance to define themselves

availability of resources and assistance within, and external to, the organisation, including referral networks and how to access their services

features of services that deal with the impacts of trauma and processes for accessing:

counselling

health services

legal services

strategies for the worker to maintain their own wellbeing and to support the wellbeing of colleagues

international and Australian perspectives on:

gender

class

culture

religion.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with refugees and asylum seekers from a range of backgrounds.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSET004 Undertake bicultural work with forced migrants in Australia

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required of settlement workers from diverse cultural backgrounds to work with forced migrants within an Australian context.

This unit applies to work in an agency directly or indirectly involved with the provision of services to recently arrived forced migrants and refugees.

Workers have limited responsibilities and work within established guidelines to provide support and services in a range of areas including but not limited to settlement, accommodation, counselling, financial advice, family services, youth work, income support, education, health care and crisis intervention.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Settlement Support

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Perform settlement services within the Australian context.	1.1. Identify and follow Australian cultural protocols, organisation procedures and legislative requirements. 1.2. Identify and analyse differences between Australian cultural processes and cultural processes of migrants receiving services. 1.3. Adjust service approach in response to new information and protocols.
2. Operate within the workplace.	2.1. Identify organisational goals and priorities. 2.2. Identify and confirm own role and responsibilities according to organisational policies and procedures. 2.3. Prioritise competing demands to achieve organisational goals and objectives. 2.4. Identify and use professional networks to develop relationships. 2.5. Identify factors and contingencies affecting the achievement of work objectives and document allowances in work plans.
3. Recognise and deal with trauma and vicarious trauma.	3.1. Identify the overt and covert signs of trauma in people and the support framework available for forced migrants. 3.2. Evaluate the options for specialist support and referrals while continuing to work with the force migrant in line with organisational policies and procedures. 3.3. Recognise vicarious trauma in self and identify and access support services. 3.4. Recognise vicarious trauma in others and develop strategies to respond to this.
4. Monitor and review service provision.	4.1 Seek, discuss and use feedback to identify opportunities for improvement to service approach. 4.2. Identify professional development opportunities to improve own skills and knowledge and action in accordance with organisational policies and procedures. 4.3. Monitor stress and emotions of self and colleagues and implement strategies to maintain wellbeing.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCSET002 Undertake bicultural work with forced migrants in Australia.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSET004 Undertake bicultural work with forced migrants in Australia

Modification History

Not applicable.

Performance Evidence

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

provide settlement services to three groups of forced migrants

identify, support and prioritise the needs of two people or groups demonstrating signs of trauma, and refer to specialist support services.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

national, State or Territory and local legal and ethical considerations relevant to settlement services and how these are applied in organisations and individual practice:

privacy, confidentiality and disclosure

mandatory reporting

conflict of interest and maintaining professional boundaries

discrimination

access and equity

codes of practice

impact of forced migration on the family and the impact of changed roles within the family

cultural processes

availability of resources and assistance within, and external to, the organisation, including referral networks and how to access their services

strategies for worker to maintain their own wellbeing and to support wellbeing of colleagues

time management and stress management techniques

impact and relevance of trauma and vicarious trauma

features of services that deal with the impacts of trauma and processes for accessing:

counselling

health services

legal services.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with refugees and asylum seekers from a range of backgrounds.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSOH013 Work with people experiencing or at risk of homelessness

Modification History

Release 1. CHCSOH013 Work with people experiencing or at risk of homelessness supersedes and is equivalent to CHCSOH001 Work with people experiencing or at risk of homelessness.

Application

This unit describes the performance outcomes, skills and knowledge required to work with people who are experiencing homelessness or at risk of becoming homeless, including people experiencing domestic and family violence.

This unit applies to individuals who work in a range of community services and health roles.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Social Housing

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Address issues associated with people who are experiencing homelessness or at risk of becoming homeless.	1.1. Reflect on own personal values and attitudes regarding homelessness and take these into account when planning and implementing work activities. 1.2. Identify barriers in accessing safe and secure housing for people experiencing homelessness or at risk of becoming homeless. 1.3. Provide opportunities for people to participate in service planning and support activities. 1.4. Assess personal safety of people experiencing homelessness or at risk of becoming homeless and report and refer those in unsafe situations according to organisational policies and procedures and legislative requirements. 1.5. Assess issues impacting on person’s homelessness risk and situation and modify approach to service delivery. 1.6. Work with person to identify and discuss potential solutions to complex issues raised, including referral to key agencies, services and personnel. 1.7. Provide advice and assistance on housing options.
2. Support and advocate for people who are experiencing homelessness or at risk of becoming homeless.	2.1. Advocate and negotiate for services in conjunction with person according to person’s needs. 2.2. Support person to advocate and negotiate on their own behalf and deal with discrimination. 2.3. Negotiate and create access pathways to support services and social and private housing providers. 2.4. Select and use advocacy techniques appropriate and sensitive to cultural background, age and gender. 2.5. Advocate within the community to facilitate addressing issues on behalf of people who are experiencing homelessness or at risk of becoming homeless.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Release 1. CHCSOH013 Work with people experiencing or at risk of homelessness supersedes and is equivalent to CHCSOH001 Work with people experiencing or at risk of homelessness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSOH013 Work with people experiencing or at risk of homelessness

Modification History

Release 1. CHCSOH013 Work with people experiencing or at risk of homelessness supersedes and is equivalent to CHCSOH001 Work with people experiencing or at risk of homelessness.

Performance Evidence

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

work collaboratively with three people experiencing homelessness or at risk of becoming homeless to identify and address barriers and issues impacting on their ability to secure housing

provide advice to three people on options for key agencies and services that provide housing and accommodation services

identify one child at risk of homelessness and follow organisational policies and procedures and legislative requirements for referral and reporting

advocate on behalf of one person and support the person to advocate on their own behalf to negotiate options, services and access pathways to address barriers and issues impacting on their ability to secure or sustain housing.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

context within which the system of housing has developed in Australia

levels of government in Australia and their role in provision of housing

Commonwealth and State or Territory legal and ethical considerations relevant to social housing and how these are applied in organisations and in individual practice:

human rights

child protection

mandatory reporting

duty of care and the law of negligence in delivering services to those experiencing homelessness or at risk of becoming homeless

access and equity

privacy and confidentiality

legal system structure and functions:

courts

police powers

court reports

State or Territory residential tenancy tribunals

State or Territory residential tenancy acts

principles and practice of:

community delivered service provision

holistic and client-centred service

client empowerment and disempowerment

underpinning values and philosophies relevant to working with people who are experiencing homelessness or at risk of becoming homeless

cultural issues which impact on the Australian housing system for minority groups including newly arrived refugees and Aboriginal and Torres Strait Islander people

changing social, political and economic context in which homelessness occurs

current and historical factors which impact on provision of housing

gender context of homelessness

demographics, needs and complexity of issues of consumers, consumer groups and stakeholders in the Australian housing system

primary, secondary and tertiary definitions of homelessness

structural causes which allow and maintain homelessness

issues impacting on people who are experiencing homelessness or at risk of becoming homeless

issues facing individuals experiencing homelessness or at risk of becoming homeless and existing services and outreach programs available to address their needs and rights

risk and contributing factors of homelessness

indicators of family violence, mental health issues, substance abuse and child protection issues

complexity surrounding family violence and legal requirements when dealing with people who are experiencing family violence

housing options, tenures and pathways of the homelessness service system:

transitional

community housing

public housing

housing associations

cooperatives

private rental system

own work role within the context of delivering services to people experiencing homeless or at risk of becoming homeless

organisation’s role within the context of the sector

access pathways for transient and marginalised individuals

case management framework.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with clients and multiple agencies.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSOH014 Manage and maintain tenancy agreements and services

Modification History

Release 1. CHCSOH014 Manage and maintain tenancy agreements and services supersedes and is not equivalent to CHCSOH002 Manage and maintain tenancy agreements and services.

Application

This unit describes the performance outcomes, skills and knowledge required to manage tenancy agreements and associated housing services.

This unit applies to individuals who work in a social housing context in agencies responsible for sustainable tenancy management. Workers exercise judgement and sensitivity when working with clients within clearly defined processes and procedures.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Social Housing

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Complete tenancy agreement.	1.1. Schedule appointment time for signing documents and organise interpreters according to client needs. 1.2. Inspect property and document findings in written property condition report. 1.3. Inform client of costs and documentation required prior to sign-up. 1.4. Advise client of rebate and rental payment options. 1.5. Address all legal requirements and execute agreement. 1.6. Organise documentation and legal representation for an underage client prior to signing tenancy agreement.
2. Explain policies and procedures to new tenant.	2.1. Provide information to new tenant on rent payment systems and housing provider expectations of tenant rent payment and arrears. 2.2. Provide information to new tenant on rental bonds according to organisational policies and procedures and rental bond legislation. 2.3. Explain maintenance system, rental rebate system, grievance procedures and the services provided by organisation.
3. Recognise crisis and need for immediate intervention.	3.1. Respond to individuals experiencing homelessness or at risk of becoming homeless. 3.2. Use specialist expertise of agencies and community services. 3.3. Identify crisis situations and follow organisational policies and procedures for intervention. 3.4. Comply with legal and duty of care requirements when dealing with young people experiencing homelessness or at risk of becoming homeless. 3.5. Make referrals for individuals who are experiencing homelessness or at risk of becoming homeless.
4. Facilitate landlord and tenant responsibilities according to tenancy agreement.	4.1. Follow organisational policies and procedures for inspections, maintenance and complaints handling. 4.2. Manage rental accounts according to organisational policies and procedures. 4.3. Manage rental bonds according to organisational policies and procedures and legislative requirements. 4.4. Monitor and act on nuisance and annoyance incidents according to organisational policies and procedures. 4.5. Inform client and landlord of their rights and responsibilities.
5. Respond to tenant changing needs and circumstances.	5.1. Implement criteria for succession to proceed. 5.2. Request and review supporting documentation. 5.3. Confirm accuracy of supporting documentation and use in decision-making process. 5.4. Identify asset management issues.
6. Manage tenancy termination process.	6.1. Determine reasons for tenancy termination. 6.2. Follow organisational policies and procedures and legislative requirements for termination. 6.3. Maintain client confidentiality according to organisational policies and procedures. 6.4. Assist tenant according to needs and make referrals to tenant advocate and legal representation. 6.5. Complete termination documentation and filing according to role.
7. Manage eviction process with sensitivity.	7.1. Identify existing and required support networks in consultation with tenant. 7.2. Negotiate with tenant according to their needs and preferences. 7.3. Check nominated support service is engaged as required to meet tenant needs. 7.4. Follow organisational policies and procedures for eviction.
8. Facilitate appeal process.	8.1. Explain appeal process to tenant and encourage tenant to present all facts relevant to appeal. 8.2. Gather and use information on changes in circumstances to inform appeal process. 8.3. Arrange and conduct interview to gather information and assess need for interpreters and advocates. 8.4. Review information and make decision according to delegation. 8.5. Document appeal decision according to organisational policies and procedures.
9. Take action in response to a complaint about tenant.	9.1. Investigate complaint and determine action tenant has taken to attempt to resolve the problem. 9.2. Gather information, reports, documentation and feedback from parties involved in complaint. 9.3. Review information to decide whether intervention should be taken by organisation. 9.4. Document case if organisational intervention decision is made. 9.5. Write and file record of complaint and action taken.
10. Resolve problems.	10.1. Consult with people and agencies according to confidentiality requirements. 10.2. Meet with parties to develop cases for action and mediation. 10.3. Mediate between involved parties for mutually accepted resolutions. 10.4. Prepare mediation report and refer to line manager if mediation is unsuccessful. 10.5. Report alleged criminal behaviour according to legislative requirements.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Release 1. CHCSOH014 Manage and maintain tenancy agreements and services supersedes and is not equivalent to CHCSOH002 Manage and maintain tenancy agreements and services.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSOH014 Manage and maintain tenancy agreements and services

Modification History

Release 1. CHCSOH014 Manage and maintain tenancy agreements and services supersedes and is not equivalent to CHCSOH002 Manage and maintain tenancy agreements and services.

Performance Evidence

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

complete one tenancy agreement and explain housing services and the rights and responsibilities of all parties

identify, prioritise and respond to the needs of one tenant with changing needs and circumstances

respond to one complaint:

about a tenant

by a tenant

respond to one appeal according to organisational policies and procedures

respond to one crisis situation according to organisational policies and procedures

terminate one tenancy agreement according to organisational policies and procedures and legislative requirements

follow organisational eviction policies and procedures for one client

parties from whom information may be collected during complaint investigation:

tenant

neighbours

colleagues

police

tenant groups.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to managing and maintaining tenancy agreements and services

legislative reporting requirements applicable to managing and maintaining tenancy agreements and services

Commonwealth and State or Territory smoke alarm legislation for individual, group and shared housing

rights and responsibilities of young people as per relevant State or Territory legislation

principles of mediation and dispute resolution

rental system including residential tenancy legislation

rights and responsibilities of the client and organisation

organisational policies and procedures for complaints

appeal process and tenant right of appeal

principles of sustaining tenancies

socioeconomic impact of homelessness

primary, secondary and tertiary definitions of homelessness

difference between, and reasons for, termination and eviction.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with clients and multiple agencies.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSOH015 Manage housing application and allocation processes

Modification History

Release 1. CHCSOH015 Manage housing application and allocation processes supersedes and is not equivalent to CHCSOH003 Manage housing application processes and CHCSOH004 Manage housing allocations.

Application

This unit describes the performance outcomes, skills and knowledge required to assist clients, process housing application forms and administer housing allocation.

This unit applies to individuals who work in a social housing context. Workers exercise judgement and sensitivity when working with clients within clearly defined processes and procedures.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Social Housing

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Receive and receipt housing application.	1.1. Read and confirm housing application is complete. 1.2. Provide feedback to client requesting missing or incomplete information. 1.3. Obtain missing information and correct incorrect information. 1.4. Identify and investigate false statements. 1.5. Receipt housing application according to organisational policies and procedures.
2. Match resources to client needs and implement housing criteria.	2.1. Interview client to identify needs according to organisational policies and procedures. 2.2. Read and review client-supporting documentation according to organisational policies and procedures. 2.3. Assess client needs against organisational products and services.
3. Assess application for funding.	3.1. Complete assessment checklist and explain processes and entitlements to client. 3.2. Apply application assessment guidelines to determine client eligibility. 3.3. Assess application to determine client’s choice of location, dwelling type and special requirements. 3.4. Access and interpret organisational records to determine client application, assistance and tenant history relevant to current assessment. 3.5. Assess household complement to determine bedroom entitlement within organisational guidelines. 3.6. Provide all clients with equal access and opportunities to organisational services. 3.7. Complete housing allocation to client according to organisational policies and procedures for decision making.
4. Coordinate rehousing application and waiting list.	4.1. Assess rehousing approvals to ensure organisational guidelines are met. 4.2. Advise clients of rehousing decision making process and right of appeal, if declined. 4.3. Provide client alternative options or refer client to outside agencies if rehousing is declined according to organisational policies and procedures. 4.4. Place client on the rehousing waiting list according to eligibility. 4.5. Document decision according to organisational policies and procedures.
5. Coordinate tenant relocation.	5.1. Liaise with client, agencies and community workers to assess relocation options and client needs during redevelopment, decanting or emergency situations. 5.2. Organise physical relocation according to organisational policies and procedures. 5.3. Record client outcomes according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Release 1. CHCSOH015 Manage housing application and allocation processes supersedes and is not equivalent to CHCSOH003 Manage housing application processes and CHCSOH004 Manage housing allocations.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSOH015 Manage housing application and allocation processes

Modification History

Release 1. CHCSOH015 Manage housing application and allocation processes supersedes and is not equivalent to CHCSOH003 Manage housing application processes and CHCSOH004 Manage housing allocations.

Performance Evidence

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

assist three different clients with the preparation of applications for housing including:

conducting interview

providing information regarding entitlements

providing forms

assessing applications for assistance

providing feedback to clients

administer housing allocations for three different clients from diverse backgrounds.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

housing options:

private rental

priority allocation

temporary accommodation

affordable housing

services and resources useful to clients and prospective tenants:

case management

community services

organisational recording and reporting systems:

cultural protocols and systems

communication and decision making processes

allocation zones and respective waiting lists:

mutual exchange register or equivalent

risk and contributing factors of domestic and family violence and harassment

entitlements

review processes for eligibility criteria according to organisational policies and procedures:

right of appeal

organisational requirements for:

receiving and receipting applications

use of application management systems:

information management

entitlements

temporary and emergency accommodation

identifying rehousing circumstances where direct, immediate relocation is required

assessment processes to determine stock and bedroom categories for household complement

factors that support resettlement and stabilisation

Commonwealth and State or Territory privacy and confidentiality legislation

social housing regulations and standards

alternative housing support options:

mutual exchange

supported residential services

subsides

rental assistance scheme

referral to support agencies and equivalent.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to suitable facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with clients and multiple agencies.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSOH016 Manage tenancy rent and rental arrears

Modification History

Release 1. CHCSOH016 Manage tenancy rent and rental arrears supersedes and is not equivalent to CHCSOH005 Manage tenancy rent and rental arrears.

Application

This unit describes the performance outcomes, knowledge and skills required to manage all aspects of tenancy rent and rental arrears.

This unit applies to individuals who work in a social housing context. Workers exercise judgement and sensitivity when working with clients within clearly defined processes and procedures.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Social Housing

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Manage rent.	1.1. Calculate rent and other charges according to organisational policies and procedures and using rental management computer system. 1.2. Conduct rent reviews according to organisational policies and procedures and legislative requirements. 1.3. Discuss rent calculations and rent reviews with tenants and relevant parties. 1.4. Document actions according to role and organisational requirements.
2. Manage arrears and tenant debt procedures.	2.1. Reconcile and prioritise accounts taking into consideration pending adjustments. 2.2. Apply early intervention strategies to maximise sustainability of tenancies prior to consideration of termination procedures. 2.3. Complete arrears and tenant debt reports with sufficient information to support further action. 2.4. Review and manage systems generated arrears and debt communication to tenant.
3. Review client payment history and initiate recovery action.	3.1. Access and review rental account and tenant charge systems to gather information on client payment history. 3.2. Carry out recovery actions on accounts in arrears according to organisational requirements. 3.3. Provide referrals to help client with their financial situation. 3.4. Monitor client offer to repay arrears and debts.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Release 1. CHCSOH016 Manage tenancy rent and rental arrears supersedes and is not equivalent to CHCSOH005 Manage tenancy rent and rental arrears.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSOH016 Manage tenancy rent and rental arrears

Modification History

Release 1. CHCSOH016 Manage tenancy rent and rental arrears supersedes and is not equivalent to CHCSOH005 Manage tenancy rent and rental arrears.

Performance Evidence

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

manage tenancy rent and rental arrears for one client.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

key elements of rental management and rent arrears management

referral options to help clients with their financial situation:

charities offering brokerage services

community legal centres offering financial counselling, energy and food vouchers

principles for sustaining tenancies and early intervention strategies

indicators of tenant rent payment difficulties

factors related to communicating with tenants in relation to rental management

mediation and dispute resolution principles and techniques

rental account system and its operation within the organisation

computer systems used in the organisation for rental management

client confidentiality

eviction procedures

legal requirements in relation to termination of tenancies

techniques for calculating rent and other charges.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to suitable facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

access to rental management computer system

opportunities for engagement with clients.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSOH017 Manage vacant properties

Modification History

Release 1. CHCSOH017 Manage vacant properties supersedes and is equivalent to CHCSOH006 Manage vacant properties.

Application

This unit describes the performance outcomes, skills and knowledge required to manage rental properties which have become vacant.

This unit applies to individuals who work in a social housing context within clearly defined organisational processes and procedures.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Social Housing

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Manage vacancy.	1.1. Implement allocations management policy and meet targets for rehousing, immediate housing and wait-turn housing. 1.2. Minimise rent loss through prompt property restoration. 1.3. Use total asset management principles to determine allocation, disposal and redevelopment of vacant property.
2. Manage abandoned property and goods.	2.1. Confirm abandonment of property by inspection and action according to State or Territory legislation. 2.2. Assess abandoned goods and vehicles and arrange storage and disposal according to State or Territory legislation.
3. Assess and manage property condition.	3.1. Undertake pre-vacation and post-vacation reports. 3.2. Identify, calculate and discuss tenant charge items with tenant to obtain commitment. 3.3. Void property and update application management system according to organisational policies and procedures. 3.4. Prepare advice of vacant property. 3.5. Identify and arrange repairs and cleaning and raise orders on application management system according to organisational policies and procedures. 3.6. Prepare final inspection and property condition report. 3.7. Raise debit notes.
4. Identify vacant property and implement arrears management procedures.	4.1. Provide written acknowledgment of advice to tenant, including calculation of balance of account at cessation date. 4.2. Request assistance from police and security services regarding vandalism. 4.3. Manage security of property according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Release 1. CHCSOH017 Manage vacant properties supersedes and is equivalent to CHCSOH006 Manage vacant properties.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSOH017 Manage vacant properties

Modification History

Release 1. CHCSOH017 Manage vacant properties supersedes and is equivalent to CHCSOH006 Manage vacant properties.

Performance Evidence

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

manage two vacant rental properties according to organisational policies and procedures and legislative and security requirements

assess repairs and maintenance for two vacant rental properties according to organisational policies and procedures and residential tenancy legislation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

principles of housing asset management

organisational policies and procedures:

notices to tenants

key elements of a planned maintenance program

residential tenancy legislation relating to repairs and maintenance

legal implications of squatters.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to suitable facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with clients and multiple agencies.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSOH018 Respond to property maintenance enquiries

Modification History

Release 1. CHCSOH018 Respond to property maintenance enquiries supersedes and is not equivalent to CHCSOH007 Respond to property maintenance enquiries.

Application

This unit describes the performance outcomes, skills and knowledge required to respond to maintenance enquiries relating to social housing properties.

This unit applies to individuals who work with social housing property found in a range of locations, including urban, semi-urban and non-urban environments, as well as low, medium and high-density housing estates and body corporate arrangements. It also applies to publicly owned and managed social housing properties and privately owned and leased social housing properties.

Workers exercise judgement and sensitivity when working with clients within clearly defined processes and procedures.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Social Housing

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Receive property maintenance enquiry.	1.1. Receive and record maintenance enquiry. 1.2. Promptly establish client requirements and degree of urgency. 1.3. Allocate priority to property maintenance enquiry and determine additional research and follow up requirements.
2. Follow up property maintenance enquiry.	2.1. Identify information relevant to client needs and assess risk according to organisational policies and procedures, maintaining client privacy and confidentiality. 2.2. Assess accuracy and type of information available from client to determine requirement for on-site inspection and further action. 2.3. Assess probability of associated problems and impact on property operations from available information, and advise other parties.
3. Determine response according to organisational and legal requirements.	3.1. Assess property maintenance enquiry and determine need for written response, verbal response and action. 3.2. Prepare response consistent with industry codes of practice and legislation. 3.3. Prepare response within required timeframe according to organisational policies and procedures.
4. Communicate advice and information.	4.1. Present written and verbal advice and information in clear and simple terms. 4.2. Provide client with options and alternatives. 4.3. Provide property information for routine and specified enquiries. 4.4. Attend to client requirements for follow up information. 4.5. Seek feedback from client to check satisfaction with response according to client needs. 4.6. Schedule and confirm bookings with client.
5. Update files and records.	5.1. Complete documentation and record in property maintenance management system according to organisational policies and procedures. 5.2. Advise staff of work allocations. 5.3. Summarise and analyse information on the type and source of enquiries to identify maintenance trends. 5.4. Summarise and analyse feedback from tenants and stakeholders about contractor performance. 5.5. Check and confirm maintenance is carried out according to contract documentation and work health and safety (WHS) requirements. 5.6. Recognise contractor non-compliance with performance requirements and take action to rectify. 5.7. Recommend changes to policy and service provision.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Release 1. CHCSOH018 Respond to property maintenance enquiries supersedes and is not equivalent to CHCSOH007 Respond to property maintenance enquiries.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSOH018 Respond to property maintenance enquiries

Modification History

Release 1. CHCSOH018 Respond to property maintenance enquiries supersedes and is not equivalent to CHCSOH007 Respond to property maintenance enquiries.

Performance Evidence

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

prioritise and respond to three property maintenance enquiries relating to social housing properties according to organisational policies and procedures and legislative requirements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

business operations, budget restraints and property maintenance processes

organisational policies and procedures for:

property maintenance

privacy and confidentiality

risk assessment

preparation of reports and documentation

legal and ethical considerations for dealing with and responding to enquiries and how these are applied in organisations:

codes of practice

legislative constraints and timelines

Commonwealth and State or Territory smoke alarm legislation

organisational management systems and processes relating to property maintenance

client expectations including diversity of clients and complex needs

parties who may be impacted by property maintenance activities:

tenants

clients

consultants

tradespersons

management

domestic and family violence issues

responsive maintenance in the social housing context

property maintenance and principles of the asset maintenance system in the context of provision of social housing.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to suitable facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

access to property maintenance management system

opportunities for engagement with diverse clients.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSOH019 Manage head lease

Modification History

Release 1. CHCSOH019 Manage head lease supersedes and is not equivalent to CHCSOH008 Manage head lease.

Application

This unit describes the performance outcomes, skills and knowledge required to identify, acquire and manage properties head leased from the private rental market.

This unit applies to work in a social housing context. Workers exercise judgement and sensitivity when working with clients and landlords within clearly defined processes and procedures.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Social Housing

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify property needs of organisation.	1.1. Identify organisational needs regarding tenancy mix, budget, income stream projection and property portfolio projection to plan leasehold property acquisition strategy. 1.2. Research market conditions to ensure strategy is achievable. 1.3. Develop leasehold property acquisition strategy according to organisational needs analysis.
2. Identify and acquire leasehold properties.	2.1. Promote organisation to landlords and agents and explain principles of social housing and organisational goals and objectives. 2.2. Inspect property for suitability for tenant mix and assess against organisational budgetary requirements. 2.3. Prepare written head tenancy agreement with landlord.
3. Manage leasehold properties.	3.1. Build and maintain relationship with landlords and agents. 3.2. Prepare and complete tenancy documentation according to organisational policies and procedures and legislative requirements. 3.3. Keep accurate records of all tenancy documentation. 3.4. Identify and communicate rights and responsibilities of landlords and agents. 3.5. Discuss and resolve insurance issues with landlord. 3.6. Conduct property inspections and management activities as agreed with landlords and agents.
4. Manage end of lease.	4.1. Negotiate end of tenancy issues and responsibilities with landlords and agents according to organisational policies and procedures and legislative requirements. 4.2. Facilitate rights of all parties in finalising end of tenancy. 4.3. Prepare reports and provide to parties.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Release 1. CHCSOH019 Manage head lease supersedes and is not equivalent to CHCSOH008 Manage head lease.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSOH019 Manage head lease

Modification History

Release 1. CHCSOH019 Manage head lease supersedes and is not equivalent to CHCSOH008 Manage head lease.

Performance Evidence

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

manage acquisition and leasing requirements for one property head leased from the private rental market

manage end of lease requirements for one property head leased from the private rental market.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

local property knowledge

residential tenancy and property law legislation and principles of property management relevant to managing head lease

Commonwealth and State or Territory legislation regarding smoke alarms in individual, group and shared housing contexts

private rental property market operation leases and head tenancy agreements

head lease budgeting requirements.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to suitable facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with clients and multiple agencies.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSOH020 Develop quality systems in line with registration standards

Modification History

Release 1. CHCSOH020 Develop quality systems in line with registration standards supersedes and is equivalent to CHCSOH009 Develop quality systems in line with registration standards.

Application

This unit describes the performance outcomes, skills and knowledge required to develop policies and procedures for a social housing organisation in line with Commonwealth and State/Territory registration standards. It includes the development of continuous improvement processes to uphold compliance, probity and quality.

This unit applies to individuals who work in a social housing context. They are typically senior workers working autonomously within broad guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Social Housing

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Contribute to the integrity and governance of a social housing organisation.	1.1. Contribute to the development, documentation and implementation of organisational code of conduct, mission, values, policies and procedures that reflect legislative standards and requirements. 1.2. Ensure members of the governing body have sufficient training and communication skills to carry out their role. 1.3. Develop, document and maintain a resource kit for members of the governing body which outlines their legal requirements, estimated time commitments, organisational expectations of the member, organisational code of conduct and division of responsibility between the governing body and organisational management. 1.4. Establish strategies to identify, manage and mitigate potential, perceived and actual conflicts of personal interest and organisational interest. 1.5. Identify situations requiring specialist advice and seek specialist advice from professionals. 1.6 Establish and maintain organisational policies and procedures for record keeping systems.
2. Manage risk.	2.1. Determine risks to the business and identify effective and financially sustainable strategies and control measures to address risks. 2.2. Establish authority and accountability for management of risks to the business. 2.3. Establish system of communicating risk and controls to governing body, management and staff.
3. Manage staffing issues to address organisational performance.	3.1. Develop, document and maintain policies on staff recruitment, development and management that reflect good practice guidelines outlined in current community housing standards. 3.2. Develop, document and maintain position descriptions including organisational code of conduct, management objectives and role of individual employee in achieving those objectives. 3.3. Develop, document and maintain systems to ensure staff remuneration is commensurate with their skills and experience, scale and complexity of organisational operations, and in line with industrial awards and other similar agencies. 3.4. Define the relationship between remuneration, organisational performance and individual performance to ensure transparency.
4. Manage financial viability issues.	4.1. Contribute to the development and documentation of a long-term business plan that demonstrates organisational financial viability and solvency. 4.2. Develop, document and implement policies and strategies to minimise prolonged vacancies in housing stock and subsequent loss of rental income. 4.3. Establish authority, accountability and compliance according to organisational policies and procedures and current community housing standards in regard to financial, administrative and information management systems.
5. Develop, document and implement tenancy management strategies.	5.1. Develop, document and implement systems to review rent modelling and impact of organisational policy on the tenant population and organisational financial viability. 5.2. Develop and document policies and strategies to sustain tenancies where the tenant faces financial difficulty with rent arrears. 5.3. Develop, document and implement policies and strategies in line with current community housing standards in relation to fair and equitable access and allocation of housing, and meeting the requirements of clients with complex needs on low income.
6. Oversee management and maintenance of housing stock.	6.1. Develop, document and implement systems for maintaining properties under organisational ownership and management to a community standard. 6.2. Develop, document and implement policies and procedures to ensure a regular program of inspection, maintenance and upgrade of properties that complies with the guidelines for good practice in asset management according to current community housing standards. 6.3. Develop, document and implement systems for organisational tenant consultation when acquiring and developing new housing stock.
7. Develop continuous improvement processes.	7.1. Identify areas of quality and compliance against current community housing registration standards. 7.2. Develop and document continuous improvement processes to monitor and review quality and compliance issues. 7.3. Involve stakeholders in continuous improvement processes. 7.4. Implement improvements in response to continuous improvement processes and stakeholder feedback.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Release 1. CHCSOH020 Develop quality systems in line with registration standards supersedes and is equivalent to CHCSOH009 Develop quality systems in line with registration standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSOH020 Develop quality systems in line with registration standards

Modification History

Release 1. CHCSOH020 Develop quality systems in line with registration standards supersedes and is equivalent to CHCSOH009 Develop quality systems in line with registration standards.

Performance Evidence

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

develop and document policies, procedures and systems for one social housing organisation compliant with current community housing registration standards

identify one organisational risk and establish and communicate strategies, control measures and continuous improvement processes to address it.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

continuous improvement principles

quality assurance principles

good governance principles:

conduct of governing body and employees

privacy and confidentiality of information

transparency and accountability in dealings

management of conflicts of interest

issues impacting long term financial viability:

solvency and cash flow

income variability

ongoing expenditure

financial reporting requirements

current Commonwealth and State or Territory community housing registration standards

techniques for developing organisational policies, procedures, systems and standards for:

documentation and record keeping

risk management

staff management

tenancy management

property management and maintenance

principles of accountability, policy formation, development of strategy, compliance, and monitoring and review.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to suitable facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to current Commonwealth and State or Territory community housing registration standards

opportunities for engagement with diverse clients.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSOH021 Work with clients within the social housing system

Modification History

Release 1. Supersedes and is not equivalent to CHCSOH010 Work with clients within the social housing system.

Application

This unit describes the performance outcomes, skills and knowledge required to assist people who are looking for or need assistance with housing and accommodation.

This unit applies to individuals who work in tenancy and non-tenancy services in a social housing context. Workers exercise judgement and sensitivity when working with clients within clearly defined processes and procedures.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Social Housing

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for work in the social housing system.	1.1. Reflect on personal values and attitudes regarding social housing and take these into account when planning and implementing all work activities. 1.2. Demonstrate consideration and understanding of the underpinning values and philosophies of the sector in all work undertaken. 1.3. Research client groups and stakeholders and use information to identify potential issues and problems experienced by clients and current factors impacting on the provision of housing.
2. Assist client with housing issues.	2.1. Communicate with client in a patient, empathetic and respectful manner. 2.2. Provide advice and assistance on housing options. 2.3. Provide assistance to client to maintain tenancy. 2.4. Follow organisational policies and procedures for resolving and escalating issues. 2.5. Follow organisational policies and procedures for referral. 2.6. Use technology according to organisational and role requirements.
3. Document and review work.	3.1. Complete written documentation and reporting according to organisational requirements. 3.2. Review own work to check and confirm adherence to access and equity principles. 3.3 Identify and action opportunities for continuous improvement.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Release 1. Supersedes and is not equivalent to CHCSOH010 Work with clients within the social housing system.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSOH021 Work with clients within the social housing system

Modification History

Release 1. Supersedes and is not equivalent to CHCSOH010 Work with clients within the social housing system.

Performance Evidence

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

assist three clients including at least one individual and one family who are in search of housing or need assistance with maintaining housing and accommodation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

components and structure of the social housing sector

range and variety of service provision:

homelessness

crisis management

crisis refuges including youth and family violence

cooperatives

transitional housing

long-term housing

historical, social and political economic context and development of the Australian social housing system and changes over time

current and historical factors which impact on the provision of housing

Commonwealth and State or Territory legal and ethical considerations relevant to housing and how these are applied in organisations and in individual practice:

access and equity

human rights

privacy and confidentiality

duty of care

mandatory reporting

interpersonal communication techniques

levels of government in Australia and their role in the social housing system

social housing functions and processes:

application and allocation

eligibility

tenancy rebate

rent and rental arrears

termination

eviction

cultural issues that impact on the Australian social housing system for minority groups including newly arrived refugees and for Aboriginal and/or Torres Strait Islander people

own work role within the context of delivering services in the Australian social housing system

consumers and consumer groups:

demographics

needs

complex issues and types of solutions available to address needs

principles of client empowerment and disempowerment and community delivered service provision

range and mix of housing types and tenures and associated consumers:

community housing

public housing

supported housing

transitional housing

crisis housing

homelessness

tenures in fields of work and key stakeholders in these fields

mix of tenures in geographic area in own work

affordable and shared housing options available to address consumer needs and issues

private rental system and associated stakeholder issues

referral procedures and networks

common rental and leasing agreements and financing arrangements for rental properties

management arrangements for rental.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to suitable facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with clients and multiple agencies.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSOH022 Develop social housing enterprise opportunities

Modification History

Release 1. CHCSOH022 Develop social housing enterprise opportunities supersedes and is equivalent to CHCSOH011 Develop social housing enterprise opportunities.

Application

This unit describes the performance outcomes, skills and knowledge required to investigate, evaluate and implement new business opportunities for social housing providers.

This unit applies to individuals who work in a social housing context. They are typically senior workers working autonomously within broad guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Social Housing

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify resources for new business.	1.1. Investigate and identify new business opportunities. 1.2. Undertake feasibility study to determine viability of new business. 1.3. Assess practicability of business opportunity in line with risks, returns sought and resources available.
2. Undertake risk management analysis for new business opportunities.	2.1. Identify risks associated with new business. 2.2. Analyse and evaluate risks and their potential impacts on the business. 2.3. Identify ways to control or eliminate risks and maximise outcomes. 2.4. Involve stakeholders in risk management.
3. Develop strategies for business operations.	3.1. Identify, assess and calculate financial costs and resource requirements and prepare budget. 3.2. Determine business timeframe. 3.3. Develop structures to oversee new business. 3.4. Establish, monitor and review organisational policies and procedures to manage the use of staff, equipment and other physical assets on a regular basis.
4. Implement new business strategies.	4.1. Communicate new business strategies to stakeholders. 4.2. Communicate roles and responsibilities of parties. 4.3. Implement new business structures and strategies in line with statutory guidelines, and legal and taxation requirements. 4.4. Maintain records to ensure organisational and statutory requirements are met. 4.5. Develop and sign contracts to formalise business arrangements and relationships. 4.6. Establish regular feedback mechanisms.
5. Evaluate new business opportunities.	5.1. Gather and use evaluation information for business revision, ongoing development and implementation. 5.2. Ensure that evaluation strategy and related techniques devised to collect and analyse data meet the needs of decision-makers, funding organisations, business partners and other stakeholders.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Release 1. CHCSOH022 Develop social housing enterprise opportunities supersedes and is equivalent to CHCSOH011 Develop social housing enterprise opportunities.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSOH022 Develop social housing enterprise opportunities

Modification History

Release 1. CHCSOH022 Develop social housing enterprise opportunities supersedes and is equivalent to CHCSOH011 Develop social housing enterprise opportunities.

Performance Evidence

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

conduct one feasibility study and one risk assessment for one new business project

initiate, implement and evaluate one new business project for a social housing provider.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Commonwealth and State or Territory legislation, regulations and organisational policies and procedures applicable to developing social housing enterprise opportunities

industry standards applicable to developing social housing enterprise opportunities

basic taxation requirements

budgeting and financial management techniques:

conducting a feasibility study

preparing and revising a budget

sources of funding and how to locate opportunities

principles of project management:

change management processes

risk management

protocols for writing funding submissions.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to suitable facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with clients and multiple agencies.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSOH023 Acquire properties by purchase or transfer

Modification History

Release 1. CHCSOH023 Acquire properties by purchase or transfer supersedes and is equivalent to CHCSOH012 Acquire properties by purchase or transfer.

Application

This unit describes the performance outcomes, skills and knowledge required to negotiate the purchase and transfer of property to social housing.

This unit applies to individuals who work in a social housing context. They are typically senior workers working autonomously within broad guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Social Housing

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Formulate terms and conditions of contracts or transfer agreements.	1.1. Formulate draft contract or transfer agreement terms and conditions to protect client interests and meet organisational and legislative requirements. 1.2. Issue instructions to legal consultants to prepare draft contract or transfer agreement. 1.3. Convey draft terms and conditions to the relevant parties and agents prior to negotiations.
2. Negotiate terms and conditions.	2.1. Negotiate contract or transfer agreement form and contents with interested parties. 2.2. Ensure contract or agreement is signed by all parties once consensus has been reached on the form and content. 2.3. Forward signed contract or agreement to legal or conveyancing services.
3. Confirm acceptability of contract or agreement.	3.1. Conduct due diligence checks on property and record findings. 3.2. Issue instructions to consultants for property inspection. 3.3. Liaise with relevant parties regarding property upgrade and maintenance requirements. 3.4. Confirm availability of finance. 3.5. Confirm pre-purchase and transfer inspection reports.
4. Prepare for exchanges and transfers.	4.1. Organise financial deposit if required for exchanges and transfers. 4.2. Confirm documentation required for exchanges and transfers. 4.3. Prepare and amend contracts and transfer agreements ready for exchanges and transfers.
5. Exchange contracts and transfer documentation.	5.1. Confirm contracts are identical and as agreed. 5.2. Exchange contracts and deposit as required for transfer. 5.3. Date contracts for each party.
6. Prepare for settlement.	6.1. Conduct and arrange statutory enquiries. 6.2. Issue requisitions on title. 6.3. Prepare transfer document. 6.4. Complete all pre-transfer financial obligations. 6.5. Submit stamp duty and documentation required for settlement. 6.6. Send stamped transfer to vendor for execution. 6.7. Arrange settlement time, date and finance.
7. Confirm legal transfer.	7.1. Attend settlement. 7.2. Obtain final search on property for encumbrances. 7.3. Conduct handover of title and transfer document. 7.4. Check documentation. 7.5. Conduct handover of finances. 7.6. Register documents with statutory authority. 7.7. Accept new land issues in purchaser’s name.
8. Document asset to property portfolio.	8.1. Enter details into property management system. 8.2. File property documentation.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Release 1. CHCSOH023 Acquire properties by purchase or transfer supersedes and is equivalent to CHCSOH012 Acquire properties by purchase or transfer.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSOH023 Acquire properties by purchase or transfer

Modification History

Release 1. CHCSOH023 Acquire properties by purchase or transfer supersedes and is equivalent to CHCSOH012 Acquire properties by purchase or transfer.

Performance Evidence

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

negotiate the purchase or transfer of three properties, either from private sector or from public, to social housing

conduct one due diligence review.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

State or Territory legislation relating to acquisition of property

principles of property law that may impact on acquisition of property:

easements

covenants

mortgages

property appraisal methods and interpretation of findings

due diligence processes used during property acquisition

property feasibility studies

key requirements of property contracts

pre-settlement and settlement processes

property industry economics

statutory requirements, taxes and duties relating to sale or transfer of property.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to suitable facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

transfer forms and agreements

opportunities for engagement with clients and multiple agencies.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSOH024 Support sustainable tenancies

Modification History

Release 1. CHCSOH024 Support sustainable tenancies. New unit. No equivalent unit.

Application

This unit describes the performance outcomes, skills and knowledge required to assist tenants to maintain a sustainable tenancy.

This unit applies to individuals who work in a social housing context. Workers exercise judgement and sensitivity when working with tenants within clearly defined processes and procedures.

The skills in this unit must be applied in accordance with Commonwealth and State\Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Social Housing

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine client needs and prepare for tenancy.	1.1. Identify complex needs that may impact on the client’s ability to sustain the tenancy. 1.2. Identify community and health service provider arrangements in place. 1.3. Develop tenancy sustainment plan in consultation with client. 1.4. Use tenant induction process to prepare client for tenancy.
2. Establish and mitigate risks regarding tenant’s tenancy.	2.1. Identify and assess pre-tenancy risks. 2.2. Identify and assess risks during tenancy. 2.3. Ensure identified risks are mitigated for each stage of the tenant journey. 2.4. Identify policy and legal implications for the tenant’s housing. 2.5. Document risk assessment and mitigation according to organisational policies and procedures.
3. Work with community and health service providers to identify and assist tenants at risk of tenancy breakdown.	3.1. Check progress against the tenancy sustainment plan at required regular intervals. 3.2. Recognise issues that may contribute to tenancy breakdown. 3.3. Identify tenants at risk of tenancy breakdown. 3.4. Work with agencies to secure community and health service providers. 3.5. Maintain partnerships with community and health service providers. 3.6. Maintain currency of community and health service provider contact details.
4. Promote tenant rights and responsibilities.	4.1. Develop own knowledge of State or Territory-based housing legislation and tenancy rights. 4.2. Refer to tenancy advice to inform tenants of their rights and responsibilities. 4.3. Ensure housing providers uphold tenants’ rights and responsibilities. 4.4. Confirm tenants receive a copy of their lease agreement. 4.5. Assist tenants to understand responsibilities of the social housing worker and workers in other agencies. 4.6. Assist tenants to understand processes for repairs and provide phone numbers to contact the relevant housing authority and anticipated response times.
5. Assist tenants to avoid rent arrears and recover if they fall into rent arrears.	5.1. Develop tenant financial literacy and management skills through direct support or referral. 5.2. Identify rent arrears within required time period. 5.3. Assist tenant with early intervention and referrals to prevent escalating arrears. 5.4. Use proactive methods to establish a repayment plan. 5.5. Identify potential exit to homelessness and locate alternative housing options.
6. Build tenant skills.	6.1. Identify gaps in tenant’s skills for daily living. 6.2. Provide ongoing support to develop daily living skills through direct support and referral.
7. Provide tenants with referrals to community and health service providers.	7.1. Apply a person-centred approach to making referrals. 7.2. Attain consent from tenant to provide referral to community and health service provider. 7.3. Review engagement and gaps with community and health service providers at required intervals. 7.4. Obtain tenant feedback to ensure community and health service providers are appropriate for the needs of the tenant.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSOH024 Support sustainable tenancies

Modification History

Release 1. CHCSOH024 Support sustainable tenancies. New unit. No equivalent unit.

Performance Evidence

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

develop a tenancy sustainment plan for two clients including one client transitioning from homelessness to securing a tenancy

support one tenant to address a tenancy breach notice

engage with five community and health service providers to deliver holistic and coordinated support arrangements to one or more tenants that involves:

supporting connection to community

supporting linkages to community

providing clients with a physical orientation where key services are located in the community:

library

medical services

providing clients with information that supports resettlement, stabilisation and orientation to the local area

using public transport with the client to support orientation to local area.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

principles of sustaining tenancies

techniques for the identification of support required

referral processes

types of employment support

key elements of the sustainable tenancy toolkit

Council of Homeless Persons good practice guide:

supporting resettlement and stabilisation

rental system

residential tenancy legislation including appeal process and tenant right of appeal

primary, secondary and tertiary definitions of homelessness:

range of issues impacting on people who are experiencing homelessness or at risk of becoming homeless

socioeconomic impact of homelessness

risk and contributing factors of homelessness

types of community and health service providers and their role

types of tenancy arrangements:

share housing

rooming and boarding houses

warning signs of tenant falling into arrears

organisational policies and procedures applicable to supporting sustainable tenancies

organisational and legislative reporting requirements applicable to supporting sustainable tenancies

right to housing as evidenced in the Universal Declaration of Human Rights (UDHR) 1948 and the International Covenant on Economic, Social and Cultural Rights (ICESCR) 1966.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to suitable facilities, equipment and resources

access to organisational policies and procedures

opportunities for engagement with clients and multiple agencies.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH013 Engage respectfully with young people

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to communicate effectively with children and young people in work roles with a specific focus on young people.

This unit applies to workers who engage with young people and use verbal and non-verbal communication techniques in roles where the young person is the primary client.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Youth Services

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Communicate effectively with young people.	1.1. Listen to the young person to gain understanding of their experiences. 1.2. Foster communication exchanges that support the development of trust and rapport. 1.3. Process information about the young person’s situation from their perspective. 1.4. Use communication strategies to engage young person. 1.5. Adapt style of communication and language to accommodate cultural values and practices. 1.6. Maintain young person’s confidentiality as the primary stakeholder.
2. Respond to youth cultures and subcultures and young person’s own development.	2.1. Adapt all actions and discussions to reflect young person’s individual stage of development. 2.2. Evaluate issues in relation to young person’s sub-cultural identity and modify approaches according to individual needs. 2.3. Select activities and resources to support young person’s strengths, offer choice and value diversity. 2.4. Interact with young people in ways that are relevant to their culture and background.
3. Work with the young person as the focus.	3.1. Apply youth-centred practices when working with young people. 3.2. Respect the rights, needs and responsibilities of the young person. 3.3. Explain worker responsibilities to the young person. 3.4. Establish and maintain professional boundaries in relationships with young people. 3.5. Identify and manage power inequities in the professional relationship. 3.6. Apply principles of ethical decision making when working with young people. 3.7. Support young person’s capacity to make their own decisions.
4. Critically reflect on own practice and values.	4.1. Recognise and reflect on areas where own biases, background and opinions influence responses to young people. 4.2. Use techniques to interact with young people that limit impact of own biases. 4.3. Seek opportunities to address concerns and areas for development of own practice. 4.4. Seek and respond to feedback from young people and their support networks.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	engage and establish collaborative and professional relationships with young people.

Unit Mapping Information

Supersedes and is equivalent to CHCYTH001 Engage respectfully with young people.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH013 Engage respectfully with young people

Modification History

Not applicable.

Performance Evidence

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

apply youth-centred practices when working with young people on at three occasions, including:

using communication strategies to engage with young people

applying principles of ethical decision making to ethical tensions when the young person is the primary stakeholder

establishing and maintaining a collaborative and professional relationship with at least one group of young people.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

ways to identify how young people are portrayed within society and how it impacts their actions, decisions and responses

contexts of youth work

how young people are perceived and how it impacts their actions, decisions and responses

aspects of human behaviour and development related to young people, and their personal and social development and relationships

current human development and behaviour theories

current issues facing young people and existing services to address their needs and rights

different world views and the interrelationship of society

cultural security incorporating different world views and the young person

cultural security to support diversity in all forms and for all individuals

the impact of cultural changes

own work role within the context of the youth sector

social justice principles:

access

equity

rights

participation

principles of ethical decision making

statutory frameworks in which the work role functions

the impact of judgement making skills in working with young people

youth-centred practices with focus on the young person as the primary stakeholder

youth cultures, and social, political and economic and professional frameworks

organisational policies and procedures for:

information sharing

privacy and confidentiality

techniques for critical reflection on cultural values.

Assessment Conditions

Skills must be demonstrated in the workplace, or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with young people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH014 Work effectively with young people in the youth work context

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work in the youth work context.

The unit focuses on historical and contemporary youth sector practice and understanding of the current status of young people.

This unit applies to work undertaken in all youth work roles where the young person is the primary client.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Youth Services

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Interpret and apply social, cultural, historical, economic, legal, political contexts and influence of dominant discourses in perception of young people.	1.1. Research, analyse and maintain up-to-date knowledge and awareness of the social, cultural, political, economic and legal contexts of young people. 1.2. Research, analyse and apply youth policy in practices of youth work. 1.3. Seek information about, and reflect upon, the intergenerational influences on behaviour and world view. 1.4. Interpret and apply historical and cultural perceptions of youth and the changing context of young people to youth work practice.
2. Interpret and apply context of youth work drawing on critical youth work theory and practice.	2.1. Interpret and apply youth contexts to youth work practice. 2.2. Identify legal frameworks which impact on context of youth work. 2.3. Research and apply models and frameworks of youth work in youth work contexts. 2.4. Interpret youth sector policy and its local impact.
3. Work within youth work frameworks and practices.	3.1. Ensure supports and interventions are young person-centred. 3.2. Apply practice frameworks to maximise support for the young person as both unique and embedded in social systems. 3.3. Support young person’s agency and right to self-determination. 3.4. Identify risks that impact young people. 3.5. Identify opportunities for providing dignity to young people and their support systems.
4. Apply values-based approaches to working with young people.	4.1. Critically reflect on own values and experiences which may impact on approaches to youth work. 4.2. Identify privilege and adversities that influence own attitudes, expectations and assumptions in relation to young people. 4.3. Work within organisational policies, procedures and scope while also advocating for young people. 4.4. Ensure interventions and supports match the young person’s own values.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCYTH002 Work effectively with young people in the youth work context.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH014 Work effectively with young people in the youth work context

Modification History

Not applicable.

Performance Evidence

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

follow effective processes for work with at least three young people including:

checking and analysing information for assessment of risks, special needs, critical changes, and personal and social developmental levels for young people

making decisions based informed by impact of cultural and personal values on behaviour and expectations

providing care, supervision, support and services based on individual needs of the young person

use clear and reassuring communication relevant to the culture of young person

respond to incidents or risks of varying degrees of severity according to organisational procedures on at least three occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

cultural practices that impact on decisions about rights and responsibilities

current status of young people:

social and cultural context of youth

historical, economic, political, social and cultural contexts of young people

rights, needs and responsibilities of young people

risk-taking, belonging and social behaviour in young people

young people as primary client

young people embedded within social systems, families and organisations

processes for obtaining advice and assistance when there are ethical and professional issues

needs and influences of young people

contexts of youth work

impact of dominant values, attitudes and expectations of behaviour

organisational codes of conduct or code of ethics and duty of care

organisational policies, procedures and scope

international, national and local polices that apply to young people and their support systems

workplace language used in critical youth work environments

specialist support services and programs available to young people

social, cultural, political, historical and economic contexts of the service response to the needs and interests of young people.

Assessment Conditions

Skills must be demonstrated in the workplace, or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with young people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH015 Support young people to create opportunities in their lives

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assist young people to identify the challenges and opportunities in their lives and to work towards their goals on an individual or group level.

This unit applies to work undertaken in all youth work roles where the young person is the primary client.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Youth Services

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Create a relationship of trust and respect.	1.1. Apply principles of youth work practice to facilitate safe individual and group processes for interaction. 1.2. Identify the conditions necessary for young people to change and grow. 1.3. Listen to and observe the young person’s stories, experiences and behaviour and clarify concerns and needs. 1.4. Encourage and support young people to identify relationships between their issues and social structures. 1.5. Respect the young person’s culture and way of interacting.
2. Work with young people to identify their needs, rights, strengths, hopes and opportunities.	2.1. Use communication strategies to identify and explore the young person’s challenges, strengths and resources. 2.2. Encourage the young person to identify and support their own strengths. 2.3. Identify and acknowledge circumstances outside the young person’s control. 2.4. Support the young person to communicate their issues and interests in a way that is suitable to their individual needs, background and culture, and confirm understanding. 2.5 Take action to address immediate issues or concerns. 2.6. Support young person’s agency and right to self-determination.
3. Identify goals with the young person.	3.1. Use methods suited to the young person to consider desired outcomes and create opportunities. 3.2. Perform work tasks within the scope of service delivery and according to organisational policies and procedures. 3.3. Assist young people to explore opportunities and ways of being. 3.4. Identify barriers that hinder the way young people want changes to take place.
4. Develop and implement action plans with the young person.	4.1. Use youth work interventions to create opportunities by developing and implementing action plans. 4.2. Explore and access available resources needed to achieve planned goals. 4.3. Develop proposals, strategies and steps for completing action plans. 4.4. Evaluate action plan and adjust as required to achieve goals. 4.5. Document intervention work according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCYTH003 Support young people to create opportunities in their lives.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH015 Support young people to create opportunities in their lives

Modification History

Not applicable.

Performance Evidence

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

interact, encourage and support at least two young people, one in an individual setting and one in a group setting, including:

providing support according to their circumstances and the objectives of each individual’s desired goals, individual needs, risks and circumstances, including education and employment

supporting vulnerable young people and those with special needs and risks to participate in the decision making and planning of actions and opportunities

creating opportunities for the individuals using youth work interventions and documented measures of change.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

aspects of human behaviour and development related to young people, their personal and social development and relationships

statutory requirements and application of the concept of duty of care and child protection

context for youth work

case planning practices and principles

principles of effective communication and cultural practices, and customs of the community and the young people in the service

relevant organisation procedures and policies related to program, service and personal support for young people, referral, reporting of young people’s issues and experiences

support services and specialists and their guidelines for access and service provision.

Assessment Conditions

Skills must be demonstrated in the workplace, or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with young people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH016 Respond to critical situations

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to maintain safety through effective response to potential and actual critical situations.

This unit applies to staff working in specialist services in residential work sites or in the community.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Youth Services

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement risk minimisation strategies.	1.1. Identify and establish workplace framework for avoiding and dealing with potential crisis situations. 1.2. Undertake timely risk assessment of potential crisis, with consideration for the safety of young people and others. 1.3. Identify, assess and implement strategies to minimise risk in accordance with organisational policies and procedures. 1.4. Recognise possible causes of incidents, including self and colleagues, and assess causes with respect to the safety and welfare of young people. 1.5. Provide opportunities for young people to explore new experiences that provide positive outcomes. 1.6. Seek and provide information on potential responses to team members for action and support. 1.7. Request assistance clearly and promptly.
2. Maintain a safe environment for young people.	2.1. Identify and routinely implement organisational policies, procedures and practices designed to maximise physical, social and emotional safety of young persons. 2.2. Maintain a healthy and safe environment to enhance opportunities for healthy behaviour while minimising and diverting potential for harm. 2.3. Evaluate relevance of self, colleagues and work context for young person as they change and progress. 2.4. Support young person’s agency and right to self-determination. 2.5. Seek opportunities to engage the young person with Playfulness, Acceptance, Curiosity and Empathy (PACE). 2.6. Ensure legislative and ethical requirements are met when carrying out work with young people.
3. Prevent escalation of violent behaviour.	3.1. Routinely monitor young person’s behaviour pattern to ensure aggressive and abusive behaviour is minimised. 3.2. Seek opportunities for the young person to engage in positive activities and relationships that enhance the present environment and offer transition to a positive alternative environment. 3.3. Develop an action plan of care that outlines enhancement of positive and healthy behaviours and prevents or responds to young person’s expressions of violence against self or others. 3.4. Communicate and implement care plan with relevant personnel. 3.5. Anticipate potential causes of conflict and harmful behaviour and create opportunities for calm and reassurance, or activities that avoid escalation. 3.6. Prepare the environment before escalation, by diverting the young person to a safer environment or removing potential harmful objects and people from their current environment. 3.7. Use procedures to protect young people from endangering themselves and others consistent with legal, ethical and organisational policies and procedures, and safety considerations. 3.8. Make judgements relating to physical restraint based on balance of risk and safety of all. 3.9. Provide assistance and diversion as necessary for the situation. 3.10. Complete relevant documentation according to organisational policies and procedures.
4. Coordinate the prevention of harm.	4.1. Use calm, confident and assertive communication to establish positive personal interaction and exchange of information. 4.2. Provide information to promote positive decision making based on the relationship between actions and consequences. 4.3. Present clear, accurate and comprehensive information to all relevant individuals. 4.4. Select response and action designed to minimise risk, prevent escalation and preserve the safety and security of all involved. 4.5. Prioritise the protection of individuals from severe harm in responses and emergency action. 4.6. Ensure use of force for maintenance of safety complies with organisational policies and procedures. 4.7. Debrief and support workers according to organisational policies and procedures. 4.8. Complete documentation in an accurate and timely manner.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	provide calm, confident and assertive communication during high stress and crisis situations.

Unit Mapping Information

Supersedes and is not equivalent to CHCYTH004 Respond to critical situations.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH016 Respond to critical situations

Modification History

Not applicable.

Performance Evidence

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

establish a framework for dealing with one potential crisis situation which includes:

identifying and assessing risks to persons safety and welfare

recognising and anticipating possible causes of conflicts

identifying and implementing risk-minimisation strategies

providing information on possible responses to team members

stating when to request assistance of others

detailing types of assistance to various situations

identifying equipment available to support response to potential crisis situations

on at least one occasion:

maintain a safe and healthy environment to minimise the risk of crisis situations

role model positive behaviour when engaging with young people

identify colleagues, self or young person’s peers as potential triggers for change in young person’s mood

provide invitation for young person to engage in healthy activities and relationships

document actions taken according to organisational policies and procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

team roles and responsibilities and reporting requirements

responsibilities of child protection reporting and duty of care

how the physical, social and organisational environment can provide invitations for healthy activity and behaviour

how critical incidents and risks arise both generally and in particular situations

common trauma-based responses and mental health issues in young people

use of self as tool for modelling positive behaviours and engaging in positive relationships

risk assessment and risk minimisation strategies

principles of effective communication for:

counselling

conflicts

team assistance

negotiation

mediation

information management

organisational code of conduct

organisational policies, guidelines, frameworks, procedures and emergency protocols for crisis intervention.

Assessment Conditions

Skills must be demonstrated in the workplace, or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with young people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH017 Develop and implement procedures to enable young people to address their needs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to monitor and upgrade organisational approaches to support young people with complex needs.

This unit applies to community services work in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Youth Services

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify support programs for young people.	1.1. Assess specific needs of the young person and match to existing and available programs. 1.2. Employ communication and engagement techniques to address young person’s specific needs. 1.3. Consult with community organisations to identify available support programs that meet the specific needs of young people. 1.4. Source and interpret program information to determine the content, purpose and access protocols of existing programs. 1.5. Provide relevant information to the young person.
2. Ensure that young people receive trauma informed services.	2.1. Identify indicators of trauma and identify and offer services that respond to the impacts of trauma according to the young person’s needs. 2.2. Prepare young person to minimise effects of aggressive and abusive behaviour when engaging with services. 2.3. Employ approaches and language to enable a young person to express their ideas in ways that meet their needs. 2.4. Offer to advocate for the young person when they are unable to engage with the service.
3. Liaise with other services and organisations.	3.1. Design and implement referral systems and procedures to ensure specific needs of young people can be addressed. 3.2. Identify and access support facilities required to optimise the young person’s access to specialist services. 3.3. Ensure individual support and advocacy services provided reflect organisational policies and procedures and respect the young person’s rights and cultural needs. 3.4. Consult with relevant professionals and service providers to ensure broad and comprehensive service delivery for young people.
4. Monitor and upgrade support provided by the organisation.	4.1. Regularly review information and services provided to young people to assess continuing relevance and effectiveness. 4.2. Hold debriefing meetings with workers for the purposes of counselling, identifying training needs and evaluating service delivery for young people. 4.3. Identify problems experienced by staff and assess and adjust delivery. 4.4. Provide support and supervision to other workers as required in accordance with organisational policy and procedures. 4.5. Arrange regular debriefings with associated organisations and service providers. 4.6. Produce and provide reports in accordance with organisational policy and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	analyse and review service policies and procedures in line with legislative and regulatory requirements relevant to the service.
Writing skills to:	produce reports according to organisational policies and procedures.

Unit Mapping Information

Supersedes and is equivalent to CHCYTH005 Develop and implement procedures to enable young people to address their needs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH017 Develop and implement procedures to enable young people to address their needs

Modification History

Not applicable.

Performance Evidence

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

assess specific needs of at least one young person and identify existing programs or services that address these needs, and consult relevant personnel and organisations to identify further or alternative support programs that could assist

implement trauma informed practice and principles to keep young people safe on at least one occasion, including:

addressing signs of abuse

establishing protocols of behaviours

monitoring at-risk behaviour patterns

establishing quick response actions to counter aggressive behaviour

liaise with at least one external service provider to identify:

support and services offered

referral process to access services

review the relevance and effectiveness of information and service provision to one young person

review the relevance and effectiveness of assessment, support and referral systems on at least one occasion, including:

holding regular debriefings with associated organisations and service providers

debriefing and supporting other youth workers, including identifying training needs

producing reports and recording relevant information about young persons and programs according to organisational procedures and policies, ensuring accurate and complete information is included.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal requirements and organisational policies relating to advocacy, monitoring and dealing with abuse

principles of empowerment and enabling processes in advocacy

short-term counselling strategies

different forms of Adverse Childhood Experiences (ACEs) and their indicators and reactions that persist over time

the difference between potentially traumatic events and trauma as the harm to the young person including the likelihood and presentation of dissociative responses during adolescence

types and indicators of trauma:

physical

emotional

psychological

sexual

structural

systemic

abuse and neglect

childhood adversity

specialist and generic services and agencies

family support and mediation

youth-specific consultation and engagement principles for seeking feedback on service provision

reflective and evaluative processes in youth work practice

key aspects of human rights declarations and United Nations Convention on the Rights of the Child

organisational policies, guidelines and procedures.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with young people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH018 Work with young people to establish support networks

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required by youth workers to empower young people to develop sustainable supports beyond intervention.

This unit applies to a broad context of youth work where the young person is the primary client.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Youth Services

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Support young people to develop and use personal resources.	1.1. Listen to young people’s stories and experiences in relation to their support networks, friends and others. 1.2. Work with young people to explore desires, strengths, possibilities and goals in relation to their support networks and assess the safety, benefits or other of those relationships. 1.3. Encourage and assist young people to develop and maintain relationships with their support networks, friends, support networks and service agencies according to each young person’s goals and the safety, benefits, or other, of those relationships. 1.4. Enable contact between young people and networks in the community according to young people’s needs and interests.
2. Assist young people to develop the personal skills to manage their relationships.	2.1. Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity and recognises the impact of negative perceptions of young people. 2.2. Enable young people to develop effective communication skills to build supportive relationships. 2.3. Support young people to explore new ways of seeing relationships and situations with their support networks and others where possible. 2.4. Assist young people to develop decision making, coping and resiliency skills in ongoing situations.
3. Establish relationships and exchange information with support network, with the young person’s permission.	3.1. Communicate with the young person’s support networks, friends and support people, in accordance with the interests of the young person and organisational policies and procedures. 3.2. Seek the young person’s permission prior to contact with key stakeholders. 3.3. Keep young people informed about contact with others. 3.4. Clarify own role with support networks members by providing specific and general information about own values, practice frameworks and work processes. 3.5. Maintain the young person’s confidentiality. 3.6. Listen without judgement to the experiences and concerns of support networks, friends and support people. 3.7. Gather and provide information that is relevant, timely and assists to address concerns. 3.8. Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping.
4. Work collaboratively to address the needs and rights of young people.	4.1. Encourage active participation and effective communication between all stakeholders. 4.2. Monitor behaviour and mood of young people. 4.3. Support and validate the young person’s experiences and emotional responses. 4.4. Identify issues and concerns for the young person and their support networks and possible areas of change to behaviour and relationships. 4.5. Use interaction with support network members to encourage personal reflection on relationships, expectations and personal responsibility. 4.6. Provide respectful information about interactions within the support network and how young people respond.
5. Develop and implement action plan to support young person.	5.1. Prioritise competing agendas of key stakeholders prioritising the rights and interests of the young. 5.2. Set goals in line with young person’s and support networks values, opinions and expectations. 5.3. Develop plans that outline actions to be taken and allocates resources. 5.4. Implement, monitor and evaluate progress made by young person and their support networks. 5.5. Refer support network problems to specialist staff and agencies according to their needs. 5.6. Refer young people and their families to specialists according to the nature and urgency of their needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	interact and facilitate collaborative discussions with young people and their families.

Unit Mapping Information

Supersedes and is equivalent to CHCYTH006 Work with young people to establish support networks.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH018 Work with young people to establish support networks

Modification History

Not applicable.

Performance Evidence

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

support at least one young person to develop and use personal resources, including:

listening to young person’s stories and experiences

working with young person to explore desires, possibilities and goals

encouraging young person to develop and maintain relationships with support networks, friends, support networks and service agencies

assisting young person to develop decision making, coping and resilience skills

on at least two occasions facilitate purposeful discussions between parties to establish effective communications for relationship-building

set goals and develop, implement and evaluate a plan to meet the needs of at least one young person and their support networks, including:

allocating resources to achieve outcomes

implementing and monitoring execution of plan

evaluating progress of young person and support networks

making referrals for support networks and young person.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

rights and responsibilities of young people accessing the service

youth worker duty of care requirements and legislation pertaining to the rights and safety of children and young people

confidentiality policies and procedures

specialist support services available to young people, families and other stakeholders as parties to the relationships with young people

mediation processes

relationship dynamics, including the identification of risk factors relating to abuse of power and power differentials

impact of change in support networks on beliefs and assumptions

basic psychoeducation relating to complex trauma including:

adverse childhood experiences

developmental responses to stress

dissociative responses

challenging behaviours as a solution to the problem of distressing interactions and experiences

how changes in environment cause changes in young people’s behaviour

resistance to change as normal and an indication that change is possible but too fast or too big at present

principles of person’s self-determination

strategies for engaging young people to explore relationships and relationship issues

organisational code of ethics, standards, policies and procedures

support networks:

family members

carers

educators

agency staff

case manager.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with young people and their support networks.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH019 Undertake youth work in specific communities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work effectively with young people in specific communities, including Aboriginal and/or Torres Strait Islander communities, schools, rural and remote communities, and in other specific community settings.

It includes the use of individual, group and community development processes to address issues of concern for young people in those communities.

This unit applies to youth work in the context of diverse groups of young people and communities.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Youth Services

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Become familiar with the cultural safety of the specific community.	1.1. Identify the historical, social, political, economic and environmental factors that impact on the community. 1.2. Foster relationships with members of the community to support understanding of values, beliefs and privileges of the specific community culture. 1.3. Identify how relationships, communication and power structures work within the community. 1.4. Identify the key stakeholders and decision-makers within the community.
2. Identify the place of young people within the specific community.	2.1. Establish and maintain networks and relationships with the key stakeholders in the community. 2.2. Research the experiences, key issues and concerns of young people in the community. 2.3. Identify the expectations of young people and other key stakeholders of your role within the community.
3. Identify issues of common interest.	3.1. Support young people to safely express their views. 3.2. Identify areas of common concern and difference within the community. 3.3. Seek out the key community allies who share young people’s concerns. 3.4. Identify barriers to access and equity in relation to young people. 3.5. Make referrals to address individual issues within duty of care requirements. 3.6. Identify and discuss ideas to address issues of common concern and create opportunities for young people.
4. Work with young people in the community.	4.1. Identify effective models, strategies and programs that address young people’s issues in community work. 4.2. Plan and deliver services safely according to organisational policies and procedures, regulatory requirements and community protocols. 4.3. Respect local community values, beliefs and roles when providing services. 4.4. Apply strategies and policies to address identified needs of young people in communities. 4.5. Take available opportunities to advocate on behalf of young people within communities. 4.6. Maintain confidentiality of person’s information. 4.7. Accurately document interventions and evaluate and report outcomes in line with organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCYTH007 Undertake youth work in specific communities.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH019 Undertake youth work in specific communities

Modification History

Not applicable.

Performance Evidence

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

establish and maintain at least one network in the community in which youth work is performed including:

using more than one community engagement strategy

respecting difference and embracing diversity of cultures

advocating for young people’s participation in resolving community issues and decision making

facilitating negotiations in conflict situations between young people and other community stakeholders

refer at least one young person to services within or external to the community

implement community development principles and strategies to engage young people and others in at least one community action and response.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

historical, social, political, economic, cultural and environmental factors that impact on community

political and power dynamics within the community

key stakeholders in the community:

internal

external

decision makers

young people

role and place of young people in communities

duty of care requirements and application in the community context

community development principles

youth-centred practices that focus on the young person as the primary stakeholder

youth cultures, and social, political and economic and professional frameworks

own cultural values, cultural lens and ethnocentrism

organisational policies and procedures.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with young people and community stakeholders.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH020 Support young people to take collective action

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to enable young people to participate in the decision making that affects their lives.

This unit applies to youth work where the primary concern is to support groups of young people in taking action to meet their needs or responding to community issues.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Youth Services

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Encourage and support young people to develop and use networks.	1.1. Identify and note young peoples’ issues, needs and interests in community issues. 1.2. Encourage and support young people to identify common issues, needs and interests. 1.3. Discuss possibilities for responding to identified common issues, needs and interests. 1.4. Provide opportunities for young people with similar interests and needs. 1.5. Support and encourage young people to identify relationships between their issues, interests and social structures.
2. Support young people to come together to plan collective action.	2.1. Map and monitor youth participation processes, including decision making and inclusion processes of groups. 2.2. Provide resources and opportunities to young people to enable them to communicate and interact with others to coordinate planned action.
3. Support young people to identify and form alliances with key stakeholders.	3.1. Identify stakeholders interested in issues and strategies. 3.2. Gauge the interest, resources and possible roles of stakeholders. 3.3. Support young people in contacting, informing and negotiating alliances with stakeholders. 3.4. Assist young people and stakeholders to maintain contact and information flow. 3.5. Encourage young people to acknowledge key stakeholder support.
4. Support young people to implement their strategies or action plans.	4.1. Provide information to individuals and groups to facilitate better operation of collective networks. 4.2. Offer individual and group support on an ongoing basis. 4.3. Use group processes to monitor progress and adapt and further develop plans.
5. Assist groups to monitor and evaluate strategies.	5.1. Support groups to monitor and record progress. 5.2. Assist groups to identify intended and unintended outcomes and consequences of their actions on an ongoing basis. 5.3. Evaluate strategies and group processes. 5.4. Provide reports of outcomes to stakeholders and the organisation. 5.5. Celebrate achievements, including personal development, skills development and social change.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCYTH008 Support young people to take collective action.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH020 Support young people to take collective action

Modification History

Not applicable.

Performance Evidence

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

enable youth participation through discussion and networking on at least three separate occasions

actively engage with at least three young people using communication strategies specific to youth context and culture

support and enable at least two young people to:

arrange group meetings

publicise group objectives to broader youth audiences

plan strategies and actions, resources, timelines and responsibilities

access support

identify, contact, inform and negotiate alliances with stakeholders

report outcomes to internal and external stakeholders.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

power imbalances in the professional relationship

organisational policies and procedures

values and ideologies and how they impact on the collective action

ethical responsibilities when working with young people to take collective action

models and tools of advocacy, community development, self-help, youth participation and peer education

theories of interpersonal communication, dispute resolution and principles of negotiation

principles and theories of group work and structured and unstructured groups

documentation processes and evaluation methods.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with young people and stakeholders.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH021 Support youth programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to devise, set up, coordinate, deliver and evaluate youth activities and programs for individuals and groups.

This unit applies to community services work in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Youth Services

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the youth program required.	1.1. Collect, analyse and review evidence to determine the need for a youth program. 1.2. Identify and review possible youth programs to meet the defined needs. 1.3. Select youth program based on individual and group needs, organisational policies and procedures and available resources.
2. Prepare youth program plan.	2.1. Plan activities in consultation with key persons and stakeholders to ensure young people’s needs are met. 2.2. Determine operational arrangements for conducting the youth program and assess feasibility. 2.3. Ensure planning activities reflect industry standards for working with young people. 2.4. Develop flexible implementation plans to suit contexts and contingencies of stakeholders. 2.5. Identify evaluation strategies in the youth program plan in consultation with stakeholders.
3. Deliver youth program.	3.1. Implement youth program in accordance with program plan, organisational policies and procedures, and legal and statutory requirements. 3.2. Provide participants with access to activities suited to their needs and interests. 3.3. Implement contingency plans and adapt youth program to meet the changing needs of participants. 3.4. Address problems in youth program delivery promptly.
4. Monitor and evaluate youth program.	4.1. Use evaluation strategies during and after youth program and for revision and development. 4.2. Collect, organise and report evaluation information in a format which is accessible and meaningful to young people and stakeholders. 4.3. Prepare and present reports as required by organisational policies and procedures, and funding and legislative requirements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	collect and analyse evidence to inform program requirements.
Writing skills to:	document the youth program plan and prepare reports in line with organisational policies and procedures.
Numeracy skills to:	prepare basic program costings.

Unit Mapping Information

Supersedes and is equivalent to CHCYTH009 Support youth programs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH021 Support youth programs

Modification History

Not applicable.

Performance Evidence

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

collect, analyse and review evidence and programs to determine the need for a specific youth program

prepare at least one youth program plan, including:

outlining activities and actions

determining operational arrangements

calculating costs, space and resources

assessing feasibility

developing implementation and evaluation strategies

implement at least one youth program, adapt the youth program to the changing needs of participants and evaluate the outcomes, including:

using evaluation techniques and reporting outcomes to young people and stakeholders in an accessible format.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

target groups relevant to the work context and the program

types and content of common youth activities and programs relevant to the work context

legal and safety requirements as they relate to youth activities and programs

strategies and techniques for evaluation of youth programs

funding sources for youth programs

organisational policies and procedures

techniques for writing complete and accurate reports.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with young people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH022 Provide services for the needs and circumstances of young people

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to provide guidance and role models to young people and their families, or nominated carer to maintain positive and supportive relationships, while identifying problems and establishing goals for change based on maintaining support from family, nominated carer and the general community.

This unit applies to community services work in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Youth Services

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and address immediate needs and circumstances, using trauma informed focus of young people.	1.1 Identify and respond to immediate needs of young people according to nature and degree of urgency. 1.2. Provide young people and their families or nominated carer with information tailored to their capacity of understanding and designed to calm and reassure. 1.3. Observe for and allay distress, anxiety, aggression and apathy. 1.4. Look for and note signs of impairment of functioning in individuals and relationships. 1.5. Engage the young person in purposeful activity, including physical activity to deal with fight or flight, patient accompaniment for freeze behaviour and to help them activate relational and cognitive control. 1.6. Identify and respond to longer term needs of young people according to circumstances, opportunities and threats in their environment.
2. Explore and clarify issues facing the young person as the primary stakeholder and the nature of support sought.	2.1. Offer the young person adequate opportunity to explore and clarify the issues facing them. 2.2. Support the young person’s agency and right to self-determination. 2.3. Negotiate involvement of other parties as required to meet the needs of the young person. 2.4. Listen actively and positively to young person’s issues, needs, views and feelings about their issues and accepting support. 2.5. Make renewed attempts through modified approaches and responses where there are communication difficulties. 2.6. Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy. 2.7. Clearly explain to the young person the role and capacity of the worker to provide assistance and support. 2.8. Obtain relevant information from others about the young person’s potential need for support. 2.9. Clearly explain young person’s right to access information and to query the worker’s actions.
3. Facilitate goal setting and action planning.	3.1. Encourage and support the young person to work out their own goals and priorities and to assess feasibility. 3.2. Identify and explain in a supportive manner any risks arising from the young person’s choices. 3.3. Offer further options to the young person without imposition and pressure. 3.4. Emphasise and negotiate young person’s responsibility for determining and achieving their goals. 3.5. Encourage young people to identify and prioritise long- and short-term goals based on individual responsibility and personal choice. 3.6. Support the young person to develop strategies to act on goals. 3.7. Encourage young person to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals. 3.8. Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives, and re-negotiate plans.
4. Provide targeted assistance and referral.	4.1. Discuss availability, type and nature of services and resources to help the young person. 4.2. Advise the young person about legal, statutory and organisational provisions which may affect their situation and confirm young person’s understanding of information provided. 4.3. Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to young people. 4.4. Continually monitor effectiveness of service delivery and resolve problems of access, services and resources. 4.5. Ensure all documentation and reporting is in accordance with organisational policies and procedures.
5. Act as an advocate on request.	5.1. Interpret young person requests for advocacy to identify the scope and goals of the advocacy role and outline and negotiate the scope and goals with the young person. 5.2. Respond to young person’s request for support and accompany the young person during first stage of access to services to enable them to gain confidence to go alone. 5.3. Represent the young person’s interests clearly and accurately as agreed with the young person. 5.4. Explain to the young person all representations made on their behalf in a manner and language suitable to their information needs and circumstances and confirm their understanding. 5.5. Ensure decisions and actions taken on behalf of the young person are consistent with their expressed and implied preferences and interests.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to CHCYTH010 Provide services for young people appropriate to their needs and circumstances.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH022 Provide services for the needs and circumstances of young people

Modification History

Not applicable.

Performance Evidence

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

identify and respond to the needs of at least two young people, including:

providing information to young person, family or nominated carer

listening to young person’s issues, concerns and feelings

setting goals and planning actions to achieve goals with young person

discussing, identifying and encouraging young person to access services

referring young person to alternative services

advocate for at least two young people, including:

negotiating goals, role and scope of advocacy work with young person

accompanying young person during first stages of service access

representing young person’s interests and keeping young person informed of representation processes

completing report on organisational template.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

target groups relevant to the work context and youth activities and programs

trauma informed communication strategies for young people

impacts of change on systems and the role of individuals in the change process

the importance of focusing on systemic change to support young people’s outcomes

youth activities and programs relevant to the work context

legal and safety requirements as they relate to activities and programs in youth work

funding sources relevant to youth programs

communication strategies, including negotiation and conflict resolution

organisational policies and procedures.

Assessment Conditions

Skills must be demonstrated in the workplace, or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with young people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH023 Work effectively with young people and their nominated carer or families

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to cooperate in mutual agreement on the activities, outcomes and processes of young people’s nominated carer or family, for the purpose of achieving goals identified in consultation with the young person and address their concerns and risks.

This unit applies to community services work in a range of contexts where the young person is considered the primary stakeholder.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Youth Services

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. With young person’s consent, establish relationship with nominated carer or family members.	1.1. Obtain consent of young person to interact with their nominated carer or family. 1.2. Gather necessary information about the background and circumstances of young person and their nominated carer or family with respect for privacy and confidentiality. 1.3. Provide information to young person and their nominated carer or family in a factual, clear and ethical manner to promote positive responses. 1.4. Identify issues and changes needed to behaviour and relationships of young people and their nominated carer or family. 1.5. Maintain clear, ethical and honest relationships with young person, their nominated carer or family. 1.6. Encourage nominated carer or family members to reflect on their relationships with the young person, expectations and personal responsibilities. 1.7. Identify obstacles and opportunities for professional relationships with nominated carer or family. 1.8. Record concerns according to the code of conduct and ethics.
2. Establish relationship with young person regarding their ongoing needs.	2.1. Use effective communication and model positive behaviour techniques to encourage active participation and responses. 2.2. Monitor, anticipate and respond to behaviour and mood of young person. 2.3. Provide young people with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy. 2.4. Analyse own values for impact on attitudes and interactions, and to detect and avoid personalising issues, discrimination and stereotyping.
3. Determine a mutual approach to addressing the young person’s needs.	3.1. Negotiate with the young person their goals and indicators of achievement and include other persons as nominated by the young person. 3.2. Plan a structured sequence of activities and timetable to achieve the young people objectives within available resources. 3.3. Consult team members for feedback on the planned program. 3.4. Identify resources needed for continuing work with young people and allocate according to priorities and availability.
4. Respond to nominated carer or family’s concerns about young person.	4.1. Develop trust and address concerns of nominated carer or family members, including limitations on confidentiality and power differentials between individuals. 4.2. Identify and prioritise short- and long-term implications of nominated carer or family concerns, including unreasonable hopes and diversions and avoidance. 4.3. Validate nominated carer or family concerns using checking sources including consultation with the young person as primary stakeholder. 4.4. Provide information to nominated carer or family members on a need-to-know basis to respect young person’s privacy. 4.5. Negotiate conditions and confirm agreement with nominated carer or family to encourage commitment, cooperation and mutual action. 4.6. Identify intervention indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and use to inform approach taken. 4.7. Encourage nominated carer or family members to take responsibility for agreement on objectives, targets and outcomes. 4.8. Ensure location of meetings promotes neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all participants. 4.9. Guide meeting participants to maintain positive direction, cooperation, achievements and respect.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	engage in collaborative discussions with young people and their nominated carer or family.

Unit Mapping Information

Supersedes and is equivalent to CHCYTH011 Work effectively with young people and their families.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH023 Work effectively with young people and their nominated carer or families

Modification History

Not applicable.

Performance Evidence

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

use strategies to empower at least two young people and their nominated carer or family to maintain motivation and purpose and achieve agreed outcomes, including:

facilitating the young person’s individual expression of needs to nominated carer, family and others

using communication strategies with young people and nominated carer or family to ensure that opportunities for exploring issues are fair, confidential and meet the needs of individuals

advocating for the needs of young people

assess at least two young person’s background and behaviour to determine family intervention and youth support processes

identify intervention indicators to support service outcomes and priorities for at least one young person.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

principles of communication:

empathetic listening

meaning and impact of body language

eye contact

interpreting hidden and complex messages

feedback

reflection, review and debriefing

facilitation of interaction and participation

principles of group dynamics and interaction:

differentials in power

empathy and identification

trust-building

challenging assumptions and beliefs

family systems

discomfort with change and the likelihood of diversion, distraction and victim blaming

rights of children and young people

trauma-informed practice

ethics and codes of conduct for young people

privacy legislation applied to situations of information exchange between individuals and organisations about a young person as primary stakeholder of the service

own values and attitudes and impact on work and relationships.

Assessment Conditions

Skills must be demonstrated in the workplace, or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with young people and their nominated carer or family.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH024 Manage service response to young people in crisis

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop an agency approach to young people in crisis.

This unit applies to community services work in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Youth Services

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement a trauma-informed framework for preventing crisis situations.	1.1. Develop a framework to address prevention and response to critical situations, which consider the beliefs, rights and needs of young people and meet organisational, legislative and statutory requirements. 1.2. Review past crises to identify trauma-based responses to change. 1.3. Establish resources and mechanisms to assist workers to deal with crisis situations. 1.4. Define details of organisation’s responsiveness to crisis situations and articulate to relevant personnel. 1.5. Store and maintain all information related to crisis situations to maximise accuracy, currency and legibility. 1.6. Implement procedures to ensure young people have ready access to information that may help to resolve crisis situations.
2. Support workers in responding to a crisis.	2.1. Establish protocols for managing potential and actual crisis situations. 2.2. Draft and regularly update procedures for the management of crises and communicate to workers and other relevant personnel. 2.3. Review crisis management procedures to ensure consistency with legal and organisational obligations and constraints. 2.4. Allocate resources for prompt and effective response to crisis situations. 2.5. Provide crisis response training and update briefings to workers on a regular basis. 2.6. Formulate advice for upgrade of organisational policies and procedures related to industrial and legislative requirements, including work health and safety (WHS).
3. Follow up crisis situations.	3.1. Complete all required reporting and ensure it is comprehensive, accurate and consistent with organisational policies and procedures. 3.2. Develop debriefing procedures and implement routinely. 3.3. Provide opportunity for participation in review and evaluation of organisational responsiveness. 3.4. Identify needs of all parties which arise from a crisis situation and develop strategies to ensure they are addressed.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document policies, procedures and reports in line with workplace guidelines.

Unit Mapping Information

Supersedes and is equivalent to CHCYTH012 Manage service response to young people in crisis.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH024 Manage service response to young people in crisis

Modification History

Not applicable.

Performance Evidence

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

develop and implement a framework to prevent and respond to crisis situations involving young people including:

defining circumstances contributing to a crisis situation

analysing the legal and statutory requirements

identifying and obtaining resources to respond to crisis situations

providing information to young people and workers about the organisation’s policies and procedures for dealing with crisis situations

supporting workers in responding to crises by providing training and briefings

follow up on at least one crisis situations by:

conduct debrief with workers

completing organisational reporting requirements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal requirements and organisational policies and procedures relating to safety in the work environment

specialist support services and resources relevant to crisis situations

factors which contribute to young people entering crisis situations

ecological dynamics and the family systems likely discomfort with change even when the benefits of change are acknowledged

resistance and crisis as an indicator of discomfort caused by attempts to change which are nearing success

methods of crisis intervention including mediation and negotiation

characteristics of aggressive and abusive behaviour

alternatives to coercive, aggressive and abusive behaviour.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with young people and other workers.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

AHCAGB518 Develop climate risk management strategies

Modification History

Release	Comments
Release 1	This version released with AHC Agriculture, Horticulture, Conservation and Land Management Training Package Version 4.0.

Application

This unit of competency describes the skills and knowledge required to develop climate risk management strategies for an agricultural, horticultural or land management enterprise.

All work must be carried out to comply with workplace procedures, work health and safety legislation and codes.

This unit applies to individuals who take responsibility for their own work. They undertake a range of routine and non-routine activities and work in known and changing contexts.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Agribusiness (AGB)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review climate and enterprise data	1.1 Obtain and interpret historical climate data, including any natural disasters, from a range of sources 1.2 Identify weather and climate risk factors 1.3 Collect information on normal and significant climate events and their impact on natural and rural systems 1.4 Detail current and historical property and enterprise production 1.5 Review short and long term enterprise goals to ensure they fit within climatic constraints 1.6 Source, present and update climate and enterprise data according to enterprise requirements
2. Identify and analyse climate risks and opportunities	2.1 Analyse forecasted chances of seasonal climate for the enterprise region 2.2 Identify climate risks and opportunities for the site and enterprise region 2.3 Determine impact on production of different weather and climate risk factors 2.4 Use qualitative and quantitative techniques to analyse risks and opportunities 2.5 Evaluate importance of climate variability and significant climate events 2.6 Outline tactics to address a range of different climate variability risks and opportunities 2.7 Identify contingency options for enterprises and the business
3. Prepare climate risk management strategies	3.1 Analyse climate variability and seasonal climate forecasts 3.2 Predict the impact of climate variability on the environment, property value and equity 3.3 Identify business strategies that address major climate risk factors 3.4 Identify business strategies that include consideration of insurance to cover loss in the event of significant or unusual climate activity 3.5 Prepare financial forecasts for all strategies according to enterprise guidelines 3.6 Review preferred production, enterprise or alternative strategies and select options appropriate for the enterprise 3.7 Document and present strategies to manage risks associated with variable climate to stakeholders

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Numeracy	Analyse trends in historical data to predict future trends Calculate financial returns for different strategic options

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
AHCAGB518 Develop climate risk management strategies	AHCAGB501 Develop climate risk management strategies	Performance criteria clarified Foundation skills added Assessment requirements updated	Equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Assessment Requirements for AHCAGB518 Develop climate risk management strategies

Modification History

Release	Comments
Release 1	This version released with AHC Agriculture, Horticulture, Conservation and Land Management Training Package Version 4.0.

Performance Evidence

An individual demonstrating competency must satisfy all of the elements and performance criteria in this unit. There must be evidence that the individual has developed climate risk management strategies for at least one site or property, including:

researched, analysed and interpreted climate and site data

recognised climate risks and opportunities presented for the business

presented strategies to stakeholders, identifying how risks associated with variable climate could be managed.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

types and sources of data used to record weather patterns

qualitative and quantitative techniques to analyse risks

impact of weather and climate on business activities

difference between weather and climate

causes of general patterns of weather and climate over Australia

climate variability and climate change impacts for local region

property and enterprise management decisions affected by the current and predicted climatic variability

recognition of climate risks and opportunities

seasonal climate forecasting systems and related indicators

contingency planning including natural disaster planning for site

a definition of risk management, including the identification, assessment, and prioritisation of risks followed by coordinated and economical application of resources to minimise, monitor and control the probability and/or impact of events

potential impacts of climate change on land and natural resource management

strategic options and planning in response to climate variability for a range of seasons (normal, drier or wetter than normal)

how to calculate financial returns for different strategic options

computer applications to access, record, analyse and model data

principles for decision-making, based on the variable climate and seasonal climate forecasts.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

skills must be demonstrated in a workplace setting or an environment that accurately represents workplace conditions

resources, equipment and materials:

digital technology and software used to research information relevant to climate

access to information and data relevant to a specific site/plot of land.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

AHCAGB519 Plan and monitor production processes

Modification History

Release	Comments
Release 1	This version released with AHC Agriculture, Horticulture, Conservation and Land Management Training Package Version 4.0.

Application

This unit of competency describes the skills and knowledge required to plan and monitor production processes, including identifying the production processes required to achieve targets; establishing production targets for each enterprise and each product, crop, herd or flock; and monitoring and evaluating production processes.

This unit applies to individuals who work in agribusiness management roles where they take personal responsibility and exercise autonomy in undertaking complex work. They analyse information and exercise judgement to complete a range of advanced skilled activities.

All work must be carried out to comply with workplace procedures, work health and safety legislation and codes, and sustainability practices.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Agribusiness (AGB)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine production process requirements	1.1 Access information about the products being grown or manufactured and the market 1.2 Confirm characteristics of the land under production and the quality of associated infrastructure 1.3 Analyse recent and historical data from organisational records for input to production planning 1.4 Identify potential for improvements or innovations to inform production planning 1.5 Identify production processes required to achieve the targeted production and compare with those that currently exist 1.6 Check production planning information is fed into other organisational planning processes
2. Plan production and monitoring systems	2.1 Establish targets for the enterprise, for each product, crop, herd or flock using information from organisational management and strategic plans 2.2 Schedule production processes taking organisational factors into consideration 2.3 Establish waste management controls to minimise waste and dispose of waste sustainably 2.4 Establish monitoring points and performance indicators using target, environmental management and scheduling information 2.5 Establish appropriate biosecurity and quality assurance requirements 2.6 Establish risk management strategies to control hazards 2.7 Document the production plan, including targets and monitoring requirements
3. Monitor and evaluate the effectiveness of production processes	3.1 Check that performance indicators, targets and specifications are met and amendments to the process are made where necessary 3.2 Evaluate the effectiveness of the production processes at key points and make adjustments as necessary 3.3 Monitor and assess environmental impacts and workplace health and safety hazards throughout the production cycle 3.4 Modify the production process by shifting priorities and results when necessary 3.5 Analyse data, observations and documentation from the production process against the plan
4. Record and manage information	4.1 Prepare recommendations for future plans based on the analysis of production data 4.2 Prepare a report that documents the plan’s implementation 4.3 Maintain records and documentation as described in the production plan 4.4 Check that required information is available, accessible, meaningful and useful

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Interpret and extract information from a range sources such as professional literature, legal documents, policies and procedures
Numeracy	Set yield targets and objectives and estimate timelines Estimate, calculate and record complex workplace measures

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
AHCAGB519 Plan and monitor production processes	AHCAGB503 Plan and monitor production processes	Performance criteria clarified Foundation skills added Assessment requirements updated	Equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Assessment Requirements for AHCAGB519 Plan and monitor production processes

Modification History

Release	Comments
Release 1	This version released with AHC Agriculture, Horticulture, Conservation and Land Management Training Package Version 4.0.

Performance Evidence

An individual demonstrating competency must satisfy all of the elements and performance criteria in this unit. There must be evidence that the individual has planned and monitored at least one production cycle, including:

identified production processes required to achieve targeted production

established production targets for each product, crop, herd, or flock

scheduled production processes with monitoring points and performance indicators

documented the production plan

evaluated production processes and made modifications where required

created and maintained records as described in the production plan.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

environmental controls and codes of practice relevant to the production process

management practices to minimise noise, odours, waste, erosion, relevant to production process

sustainable land use principles and practices applicable in the region

production planning processes

biosecurity and quality assurance requirements for product

legislation and regulations relevant to product and production processes.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

skills must be demonstrated in a workplace setting or an environment that accurately represents workplace conditions

resources, equipment and materials:

production records relevant to process

specifications:

access to relevant legislation and guidelines for productions processes.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

AHCAGB608 Manage financial resources

Modification History

Release	Comments
Release 1	This version released with AHC Agriculture, Horticulture, Conservation and Land Management Training Package Version 4.0.

Application

This unit of competency describes the skills and knowledge required to manage the financial resources of the business, including reviewing the mix of liabilities, monitoring equity and return on equity.

This unit applies to individuals who take personal responsibility and exercise autonomy in undertaking complex work. They must analyse information and exercise judgement to complete a range of advanced skilled activities. They work in contexts that are subject to change and adapt a range of fundamental principles accordingly.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Agribusiness (AGB)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess capital change to finances	1.1 Determine working capital and requirement for capital development 1.2 Determine return on capital investment
2. Assess appropriate equity levels for the business	2.1 Assess the financial risks associated with the business 2.2 Identify personal and business risk preferences 2.3 Analyse equity levels in comparable enterprises using benchmark data
3. Establish and maintain appropriate financing arrangements for the business	3.1 Determine capacity to service debt and meet liabilities 3.2 Identify sources of funds and compare and evaluate terms and conditions 3.3 Conduct negotiations to ensure the establishment of the most favourable terms and conditions 3.4 Source loan funds and check agreements 3.5 Monitor costs of finance to keep them within defined budget limits 3.6 Manage relationships with finance providers 3.7 Monitor the economic environment and assess implications for the business
4. Monitor and review the mix of liabilities	4.1 Conduct regular reviews of the mix of liabilities and the costs and determine the benefits associated with reconfiguring loans 4.2 Review and renegotiate loans as appropriate
5. Monitor equity, return on equity	5.1 Review valuations on assets and monitor the effect on equity 5.2 Calculate returns on assets and returns on equity and use to assist business performance

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Numeracy	Analyse financial records and recognise trends in data

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
AHCAGB608 Manage financial resources	AHCAGB605 Manage business capital	Title updated Performance criteria clarified Foundation skills added Assessment requirements updated	Equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Assessment Requirements for AHCAGB608 Manage financial resources

Modification History

Release	Comments
Release 1	This version released with AHC Agriculture, Horticulture, Conservation and Land Management Training Package Version 4.0.

Performance Evidence

An individual demonstrating competency must satisfy all of the elements and performance criteria in this unit. There must be evidence that the individual has managed the capital of one or more enterprises, including:

assessed capital finance needs

assessed appropriate equity levels for a business

established and maintained appropriate financing arrangements

reviewed the mix of liabilities

assessed key indicators against financial returns for the business.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

how to interpret and analyse financial reports

how various macroeconomic factors affect the business

sources of finance for the business

negotiation techniques

accounting terms and principles, including concept of equity, return on assets (ROA), return on equity (ROE), internal rate of return (IRR), forecasting

bank and lending institution policies and requirements.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

skills must be demonstrated in a workplace setting or an environment that accurately represents workplace conditions

resources, equipment and materials:

access to business financial records.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

AHCBUS401A Administer finance, insurance and legal requirements

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers administering finance, insurance and legal requirements and defines the standard required to: administer the legal requirements of the business; process and maintain the insurance requirements for the business; identify sources, types and cost of finance; prepare an application for finance or investment.

Application of the Unit

Application of the unit	This unit applies to being part of a management team making decisions on the financial, insurance and legal requirements of the business.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Administer the legal requirements of the business	1.1. Legislative requirements are identified, monitored and processed to ensure compliance. 1.2. Legal documents are identified, maintained and stored in accordance with organisational requirements. 1.3. Legislative requirements are reviewed regularly in accordance with organisational requirements.
2. Process and maintain the insurance requirements for the business	2.1. Insurance requirements are identified and assessed in consultation with the management team. 2.2. Suitable insurers or insurance brokers are identified and quotations obtained. 2.3. Adequate insurance policies and cover are acquired in consultation with management team. 2.4. Legislative requirements and insurance cover are reviewed regularly in accordance with organisational requirements. 2.5. Documentation filed is in accordance with organisational requirements to ensure security and accessibility.
3. Identify sources, types and cost of finance	3.1. Research is conducted on the different types of finance available to primary production-based businesses. 3.2. Costs associated with different forms of finance are determined. 3.3. Re-payment structures for finance options are assessed in consultation with the management team.
4. Prepare application for finance or investment	4.1. Farm business and financial data are accessed and an application for finance or investment prepared. 4.2. Overview of the finance application is checked by the management team and submitted to the relevant body. 4.3. Documentation is maintained and stored in accordance with organisational requirements.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
work independently research information using technology calculate cost of finance interpret financial reports and farm business data maintain basic accounts prepare applications for finance and/or investment use literacy skills to read, interpret and follow organisational policies and procedures, develop sequenced written instructions, record accurately and legibly information collected and select and apply procedures to a range of tasks use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification, negotiating solutions and responding to a range of views use interpersonal skills to work with others and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
business processes and legal requirements insurance processes and legal requirements finance processes and legal requirements taxation and account keeping requirements.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: administer the legal requirements of the business process and maintain the insurance requirements for the business identify sources, types and cost of finance prepare an application for finance or investment.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Legal requirements may include:	obligations imposed by the choice of the business structure marketing the business in accordance with consumer legislation operating with a duty of care (Law of Torts).
Relevant legislation may include:	all levels of government that affect business operations, especially: Occupational Health and Safety (OHS) environmental award and enterprise agreements equal opportunity anti-discrimination.
Insurance requirements may include:	workers' compensation public liability superannuation life personal accident and sickness buildings plant crops vehicles.
Sources of finance may include:	banks merchant banks building societies credit unions co-operatives finance companies solicitors accountants private treaty.
Business and financial data in an application for finance may include:	balance sheets profit and loss statements production yields sales income security assets and liabilities cash flow performance.

Unit Sector(s)

Unit sector	Business

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCBUS516 Develop and review a business plan

Modification History

Release	Comments
Release 1	This version released with AHC Agriculture, Horticulture, Conservation and Land Management Training Package Version 4.0.

Application

This unit of competency describes the skills and knowledge required to develop and review a business plan.

This unit applies to individuals whose role is to set the short, medium or long term goals and targets for the business plan. Roles may relate to marketing and production targets, resource and asset development and management, supply chain management, acquisitions, capital, property improvements, and operational systems.

At this level, workers take personal responsibility and exercise autonomy in undertaking complex work. They analyse information and exercise judgement to complete a range of advanced skilled activities.

All work must be carried out to comply with organisational requirements, work health and safety legislation and codes, sustainability practices and in consultation with the management team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Business (BUS)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine scope of business plan	1.1 Determine scope of the business plan and associated systems in consultation with key and specialist personnel 1.2 Access information to inform business plan development including potential business opportunities 1.3 Account for and incorporate trends and seasonal variations 1.4 Account for strategic goals, targets and directions of the enterprise 1.5 Identify legal obligations and compliance requirements
2. Prepare business plan	2.1 Develop operational goals and targets that enhance opportunities to meet the enterprise strategic plan 2.2 Check indicators of operational performance are clear and measurable and allow for realistic analysis of performance 2.3 Identify and include resource requirements and input supply chain options 2.4 Identify and incorporate human resource strategies 2.5 Identify and incorporate marketing strategies 2.6 Identify risks for the business and develop minimisation strategies 2.7 Trial systems to test budgetary impact and operational potential before implementation
3. Document and review business plan	3.1 Develop the business plan 3.2 Incorporate financial and operational systems that enhance performance management and suit enterprise requirements 3.3 Communicate business plan to relevant parties 3.4 Monitor performance against the business plan to identify strengths, weaknesses and areas for improvement 3.5 Make recommendations to improve the business plan and associated systems

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Access and interpret complex information including legislation and business documentation relevant to enterprise

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
AHCBUS516 Develop and review a business plan	AHCBUS506 Develop and review a business plan	Performance criteria clarified Foundation skills added Assessment requirements updated	Equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Assessment Requirements for AHCBUS516 Develop and review a business plan

Modification History

Release	Comments
Release 1	This version released with AHC Agriculture, Horticulture, Conservation and Land Management Training Package Version 4.0.

Performance Evidence

An individual demonstrating competency must satisfy all of the elements and performance criteria in this unit. There must be evidence that the individual has developed and reviewed a business plan for at least one enterprise, including:

set strategic goals, targets and directions for the enterprise

determined clear and measurable indicators of operational performance

identified and designed risk management strategies

developed appropriate operational plans

documented the business plan

monitored the business plan to identify strengths, weaknesses and areas for improvement.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

profit and loss and cash flow systems

forecasting trends in expenditure and production for an enterprise

communication techniques typically used to negotiate business strategies and directions

risk management strategies relevant to the enterprise

marketing strategies relevant to the enterprise

measures of operational performance

financial and operational systems and resource considerations relevant to business planning

logical and analytical methods to interpret and analyse financial reports

industrial relations, taxation, corporate and industry legislation, environmental and work health and safety legislation as they relate to the enterprise

capital investment analysis.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

skills must be demonstrated in a workplace setting or an environment that accurately represents workplace conditions

resources, equipment and materials:

access to business records for an enterprise.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

AHCBUS518 Prepare and monitor budgets and financial reports

Modification History

Release	Comments
Release 1	This version released with AHC Agriculture, Horticulture, Conservation and Land Management Training Package Version 4.0.

Application

This unit of competency describes the skills and knowledge required to prepare and monitor budgets and produce financial reports.

This unit applies to individuals who take personal responsibility and exercise autonomy in undertaking complex work. They must analyse information and exercise judgement to complete a range of advanced skilled activities when preparing and monitoring budgets and financial reports.

All work must be carried out to comply with organisational requirements, work health and safety legislation and codes and in consultation with the management team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Business (BUS)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare a budget	1.1 Obtain information on past receipts and payments and compare to current prices and cost trends 1.2 Prepare gross margin projections for each production enterprise of the business 1.3 Identify projected non-enterprise income and overhead costs for the business 1.4 Identify projected capital-based income and costs for the business 1.5 Prepare a plan for a period which allows for expected income and expenditure, using the 'most likely' prices and costs 1.6 Ensure the plan allows the business to meet financial reporting requirements
2. Implement and monitor a budget	2.1 Monitor receipts and payments and reconcile against the original budget 2.2 Allocate funds in accordance with budget objectives and parameters 2.3 Identify variances against the original plan and calculate the impact on overall profit and loss and cash flow 2.4 Make adjustments to the original plan for the remainder of the budget period where necessary to respond to unacceptable variations 2.5 Renegotiate and restructure budgets and plans to optimise enterprise performance
3. Prepare financial report	3.1 Maintain records of financial performance 3.2 Assemble information with source documents according to the requirements of the report recipient 3.3 Prepare financial reports to meet both management and legislative requirements 3.4 Forward documentation to management in a timely and efficient manner

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Numeracy	Determine trends in financial activity and forecast future expenditure

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
AHCBUS518 Prepare and monitor budgets and financial reports	AHCBUS508 Prepare and monitor budgets and financial reports	Foundation skills added Assessment requirements updated	Equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Assessment Requirements for AHCBUS518 Prepare and monitor budgets and financial reports

Modification History

Release	Comments
Release 1	This version released with AHC Agriculture, Horticulture, Conservation and Land Management Training Package Version 4.0.

Performance Evidence

An individual demonstrating competency must satisfy all of the elements and performance criteria in this unit. There must be evidence that the individual has prepared and monitored the budget of at least one business activity and prepared a financial report that covers at least six months of business activity.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

how budgets and financial reports are formulated and presented

audience for financial reports, including:

taxation office

financing agencies

boards of management

committees

councils

executive management

financial management systems used within the business

budget analysis and reporting processes

standards for organisational recordkeeping and audit requirements.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

skills must be demonstrated in a workplace setting or an environment that accurately represents workplace conditions

resources, equipment and materials:

access to financial records for a business.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

AHCCCF411A Develop approaches to include cultural and human diversity

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers developing approaches to include cultural and human diversity and defines the standard required to: identify the range of cultural and social groups in a land management area; determine the linkages and potential impacts between natural resource issues and cultures; negotiate and maintain cultural protocols for dealing with land management issues; develop working relationships with representatives of cultural groups; and facilitate the involvement of culturally diverse groups in community issues related to land management.

Application of the Unit

Application of the unit	This unit applies to those whose job role includes identifying and accessing culturally diverse groups in the community so that they are included in program development and implementation. A high level of cultural awareness and the need to observe cultural protocols are important parts of the process. Note: for indigenous contexts, the delivery and assessment against this unit must comply with community protocols and guidelines and be supported by elders and custodians of country.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify potential for cultural diversity	1.1. Information on the population is used to identify the range of cultural diversity. 1.2. Potential involvement of individuals and groups of people are identified in the context of the program. 1.3. Adjustments to program and program promotional materials are identified to meet cultural frameworks of different peoples.
2. Develop processes to include culturally diverse groups	2.1. Cultural protocols are identified to ensure contacts with individuals/communities are successful. 2.2. Key persons who may influence relationships are identified. 2.3. Steps to develop and maintain contact with culturally diverse groups are formulated in line with understanding of the cultures, goals of the relationship, and any relevant enterprise guidelines. 2.4. Processes are inclusive of an equitable involvement of various sections of the community and their perspectives.
3. Communicate potential and support for culturally diverse group	3.1. People and groups of culturally diverse background in the area are approached to promote their potential involvement in groups and programs in line with formulated steps. 3.2. Potential of program and group activities is communicated in a culturally relevant manner. 3.3. Approaches are adjusted in light of any new information on cultural groups and protocols. 3.4. Links between individuals and culturally diverse groups are facilitated to ensure good community relationships and development of the program.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
flexibility in the application of program guidelines and policy conflict resolution negotiation skills use literacy skills to read, interpret and follow organisational policies and procedures, develop sequenced written instructions, record accurately and legibly information collected and select and apply procedures to a range of tasks use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification, negotiating solutions and responding to a range of views use numeracy skills to estimate, calculate and record routine and more complex workplace measures and data use interpersonal skills to work with others and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
sources of culturally relevant materials and verbal information understanding of indigenous peoples and history cultural protocols and perspectives relevant legislation and guidelines principles of equal opportunity and affirmative action current relationships between culturally diverse groups in the area understanding of the role of various sections of the community in historical and relationship terms.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: identify the range of cultural and social groups in a land management area determine the linkages and potential impacts between natural resource issues and cultures negotiate and maintain cultural protocols for dealing with land management issues develop working relationships with representatives of cultural groups facilitate the involvement of culturally diverse groups in community issues related to land management.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Culturally diverse groups include:	indigenous peoples immigrant peoples of overseas birth people born in Australia who conform with overseas cultures, practices and beliefs in part or in full, and male and female perspectives in the communities.

Unit Sector(s)

Unit sector	Community coordination and facilitation

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCCCF414A Coordinate fund-raising activities

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers coordinating fund-raising activities and defines the standard required to: present ideas for fund-raising at meetings; approach and enlist support of volunteers; coordinate committees/teams and the sites and resources required for fund-raising; coordinate activities and implement general risk management.

Application of the Unit

Application of the unit	This unit applies to community program leaders who coordinate fundraising activities for local Landcare community groups or programs.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Seek fundraising ideas	1.1. Requirements for funds are identified to determine extent of fundraising. 1.2. Successful fundraising activities used by this or other groups are identified for further investigation. 1.3. Potential new fundraising activities are compared to existing methods to determine preferred fundraising activities. 1.4. Potential fundraising ideas are reviewed in conjunction with other leaders to identify preferred fundraising activity(s). 1.5. Views of individuals in groups are considered in determining preferred fundraising activities.
2. Select and develop ideas	2.1. Required resources and potential net income from preferred fund raising activities are estimated. 2.2. Selected fundraising activities are submitted with reasons to group for approval according to group practices to obtain group agreement.
3. Conduct fundraising	3.1. Volunteers to manage and/or support required activities in fundraising program are sought and duties negotiated. 3.2. Volunteers required to organise fundraising are organised into committee and/or teams. 3.3. Fund raising activities comply with public safety, occupational health and safety, and other legislative and local government requirements. 3.4. Fundraising activities are supervised according to group requirements to ensure optimum return for group with available resources, and to present a positive image of the group. 3.5. Cash handling procedures are used to ensure security of money collected. 3.6. Sites of activities are checked to ensure they are tidy to requirements before and after. 3.7. Results from fundraising activities are recorded for review.
4. Review results	4.1. Results are reviewed and submitted to group for discussion. 4.2. Discussion on relative value of fundraising activities and potential suitability for future is coordinated. 4.3. Results and review are submitted to group management committee for noting, recording and further action.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
presentation of ideas at meetings approach and enlist support of volunteers coordinate committees/teams negotiate for sites and resources plan and coordinate activities implement general risk management use literacy skills to read, interpret and follow organisational policies and procedures, develop sequenced written instructions, record accurately and legibly information collected and select and apply procedures to a range of tasks use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification, negotiating solutions and responding to a range of views use numeracy skills to estimate, calculate and record routine and more complex workplace measures and data use interpersonal skills to work with others and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
network to seek ideas group practices/protocols scope of acceptable activities within various cultures/groups in the community budgets for management of costs basic money/cash handling and recording of expenses and income summarising results of activities basic financial statements public safety Occupational Health and Safety (OHS) approaches and procedures relevant local government by-laws permits required for some fundraising activities meeting procedures.

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: present ideas for fund-raising at meetings approach and enlist support of volunteers coordinate committees/teams and the sites and resources required for fund-raising coordinate activities and implement general risk management.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Fund raising activities may include:	activities with the potential to provide a source of funds for the groups operation, from the group members, contacts of the group members, or from the wider community activities seeking donations, payment for goods and services provided and funds from social activities such as local events, stalls and large scale community events activities combined with promotion or sponsorship at community events to promote group, projects and/or program.

Unit Sector(s)

Unit sector	Community coordination and facilitation

Co-requisite units

Co-requisite units

Competency field

Competency field

BSBADM405 Organise meetings

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to organise meetings including making arrangements, liaising with participants, and developing and distributing meeting related documentation.

It applies to individuals employed in a range of work environments who are required to organise a variety of meetings. They may provide administrative support within an enterprise, or have responsibility for these tasks in the context of a particular team, workgroup or project.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Make meeting arrangements	1.1 Identify the type of meeting being organised and its purpose 1.2 Identify and comply with any legal or ethical requirements 1.3 Identify requirements of the meeting and its participants 1.4 Make meeting arrangements in accordance with meeting and participants requirements 1.5 Advise participants of meeting details
2 Prepare and distribute documentation for meetings	2.1 Prepare notice of meeting, agenda and meeting papers in accordance with meeting requirements 2.2 Check documentation for accuracy and correct any errors 2.3 Distribute documentation to participants within designated timelines 2.4 Prepare spare sets of documents
3 Record and produce minutes of meeting	3.1 Take notes with the required speed and accuracy to ensure an accurate record of the meeting 3.2 Produce minutes that reflect a true and accurate account of the meeting 3.3 Check minutes for accuracy and submit for approval by the nominated person 3.4 Dispatch copies of minutes within designated timelines

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2,1.4, 2.1, 2.2, 3.3	Identifies and interprets information from instructions, organisational policies and procedures, or legislation Compares final output with original notes to check accuracy
Writing	1.4, 1.5, 2.1, 2.2, 3.1, 3.2	Prepares complex texts from notes using appropriate structure, accurate spelling, grammar and punctuation Records notes of meeting proceedings according to organisational requirements Edits and corrects own work to ensure accuracy
Oral Communication	1.3-1.5, 3.1	Listens for specific information during meetings Conveys specific instructions using vocabulary appropriate to context, purpose and audience Asks questions and listens to responses to clarify understanding
Numeracy	2.3, 3.1, 3.4	Performs calculations required to measure output against predetermined timeframes
Navigate the world of work	1.2, 1.4, 2.1	Recognises and responds to both explicit and implicit organisational procedures and protocols and legislative/regulatory requirements
Interact with others	2.3, 3.3, 3.4	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1, 1.3, 1.4, 2.2-2.4, 3.4	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Understands the purposes, specific functions and key features of common digital systems and tools and operates them effectively to complete routine tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM405 Organise meetings	BSBADM405B Organise meetings	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM405 Organise meetings

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

organise a meeting and advise participants accordingly

prepare and distribute all documentation required for the meeting

take meeting notes which accurately reflect what was discussed during the meeting

produce minutes based on own notes providing an accurate account of the meeting

circulate copies of meeting minutes within predetermined timeframes.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe culturally appropriate communication techniques

identify the relevant formats for agendas and minutes

list the key provisions of relevant legislation

outline organisational procedures relevant to the task.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to office equipment and resources.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM409 Coordinate business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to determine and analyse existing and required resources, their effective application and the accountability for their use.

It applies to individuals with a broad knowledge of business resources who contribute well developed skills and knowledge to ensure adequate resources are available to perform the work of the organisation. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Determine resource requirements	1.1 Determine resource requirements in accordance with business and operational plans and organisational requirements 1.2 Provide opportunities to individuals and workgroups to contribute to the identification of resource requirements 1.3 Ensure resource expenditure is realistic and makes efficient use of available budget resources 1.4 Present recommendations on resource requirements in the required format, style and structure using relevant business equipment and technology
2 Acquire and allocate resources	2.1 Acquire physical resources and services in accordance with organisational requirements 2.2 Check resources to ensure quality and quantity are in line with service agreements 2.3 Allocate resources promptly to enable achievement of workgroup objectives 2.4 Ensure consultation with individuals and teams on allocation of resources is participative and is conducted using appropriate interpersonal skills
3 Monitor and report on resource allocation and usage	3.1 Measure effectiveness of resource planning and assess against actual costs, identified shortfalls and surpluses 3.2 Develop and implement methods of monitoring resource use to enable timely and accurate reporting against business and operational plans 3.3 Identify improvements in resource planning through consultation and feedback, and implement in accordance with organisational requirements 3.4 Maintain records concerning equipment and resource purchases in accordance with organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 2.2, 3.1, 3.3, 3.4	Identifies and interprets information from organisational plans, policies and procedures
Writing	1.4, 2.1, 3.1-3.4	Develops a range of documents using structure and vocabulary appropriate to audience, context and purpose
Oral Communication	1.2, 2.4, 3.3	Participates effectively in spoken interactions using active listening and questioning to confirm and clarify understanding
Numeracy	1.3, 2.2, 3.1, 3.2	Interprets and comprehends a range of mathematical information that is embedded in familiar texts Calculates and compares numeric data to track expenditure
Navigate the world of work	1.1, 2.1, 3.3, 3.4	Recognises and responds to explicit and implicit organisational procedures and protocols and legislative/regulatory requirements
Interact with others	1.2, 1.4, 2.4, 3.3	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Cooperates with others as part of familiar routine activities playing an active role in facilitating group interaction
Get the work done	1.1, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Recognises and takes responsibility for addressing predictable problems in familiar work contexts Utilises a range of features within digital applications to access, store and share information Reflects on the ways in which variables impact on decision outcomes to identify improvement opportunities

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM409 Coordinate business resources	BSBADM409A Coordinate business resources	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM409 Coordinate business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

monitor resource usage

maintain records of resource requirements and usage

calculate costs and expenditures in relation to use and maintenance of business resources

acquire and allocate physical resources and services to team members

consult and communicate with individuals and teams about acquiring and using resources

monitor, review and report on resource use acquisition, allocation, use and procedures

follow organisational policies and procedures in relation to business resource acquisition and monitoring.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe the functions of business equipment used in an organisation and identify common faults

identify organisational policies, plans and procedures in relation to business resource acquisition and monitoring.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

records relating to business resources

policies and procedures relating to resources

case studies, and where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM504 Plan and implement administrative systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan for or review the requirements of effective administrative systems and procedures for implementing, monitoring and reviewing the system.

It applies to individuals employed in a range of work environments in senior administrative roles.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan for the new or modified administrative system	1.1 Identify requirements of, or modifications to, the administrative system through consultation with system users and other stakeholders in accordance with organisational and budgetary requirements 1.2 Obtain quotations from suppliers/developers for the identified requirements or modifications to be made to the system in accordance with organisational policy and procedures 1.3 Select supplier or developer in accordance with organisational policy and procedures
2 Implement new or modified administrative system	2.1 Identify and develop implementation strategies in consultation with staff 2.2 Encourage staff to participate in all stages of the implementation process 2.3 Implement system in accordance with organisational and legislative requirements 2.4 Define and communicate procedures for using the system to staff 2.5 Provide training and support for staff on the use of the new or modified system 2.6 Deal with contingencies to ensure minimal impact on users
3 Monitor administrative system	3.1 Monitor system for usage, security and output in accordance with organisational requirements 3.2 Modify system to meet changing needs in accordance with organisational requirements 3.3 Clearly identify further modifications and notify users 3.4 Monitor staff training needs and train new staff on administrative system

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	2.5, 3.4	Actively reinforces own knowledge and skills by training or mentoring others
Reading	1.2, 1.3, 3.1	Extracts, analyses and evaluates information from complex texts, including organisational policies and procedures
Writing	1.1, 2.1, 2.4, 3.2, 3.3	Gathers and utilises information and ideas from a range of sources to create texts to meet organisational requirements Creates instructional texts using grammatical structures and vocabulary appropriate to audience and context
Oral Communication	1.1, 2.1, 2.2, 2.4, 2.5, 3.4	Participates in verbal exchanges using appropriate style, tone and vocabulary for audience, context and purpose Uses listening and questioning techniques to elicit key information and confirm understanding Presents complex information adjusting presentation style and vocabulary to suit the audience
Numeracy	1.1, 1.2	Recognises and interprets numerical information related to budgets
Navigate the world of work	1.1-1.3, 2.3, 2.4, 3.1	Develops systems to meet organisational and legislative requirements
Interact with others	1.1, 1.2, 2.1, 2.2, 2.4	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Collaborates with others to achieve joint outcomes, providing guidance to others , where necessary
Get the work done	1.1-1.3, 2.1, 2.3, 2.4, 2.6, 3.2, 3.3	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Monitors progress of plans and changes them to meet new demands or priorities Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Anticipates potential problems and implements contingency plans as soon as warning signs are recognised Uses and investigates new digital technologies and applications to manage and manipulate data Demonstrates awareness of the importance of data security in a digital environment

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM504 Plan and implement administrative systems	BSBADM504B Plan or review administrative systems	Updated to meet Standards for Training Packages Minor title change Minor correction to wording in elements and performance criteria - ‘administration‘ changed to ‘administrative’	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM504 Plan and implement administrative systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

work with relevant personnel and stakeholders to identify administrative system improvements

document necessary requirements or modifications

provide training and support for staff to use the new or modified system

monitor the new system and identify future improvements and staff training needs.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

summarise relevant legislative and organisational policies and procedures for reviewing administrative systems

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

organisational policy and procedure manuals

reference materials

appropriate equipment.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBATSIC511 Plan and conduct a community meeting

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan and conduct community meetings the board initiates or facilitates.

It applies to individuals who need to communicate with community members in their role of monitoring and guiding activities of the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – ATSI Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Negotiate the basis of a meeting and plan event	1.1 Undertake consultation on purpose, location, date and time of proposed meeting with appropriate people 1.2 Develop a broad agenda and list of invited guests in consultation with appropriate people 1.3 Communicate details of meeting to the community, invited guests and other key people and groups 1.4 Plan transport and other arrangements to maximise attendance 1.5 Address requirements of people with special needs to ensure equity and access
2 Conduct meeting	2.1 Follow community procedures for choosing a chairperson for the meeting 2.2 Follow agenda and relevant meeting protocols 2.3 Acknowledge all points of view through appropriate meeting processes of discussion and documentation 2.4 Encourage full participation 2.5 Seek consensus in decision-making 2.6 Manage difficult situations appropriately
3 Record decisions	3.1 Clearly outline meeting decisions being voted on to those present 3.2 Clarify recommended actions resulting from decisions with participants 3.3 Identify people and organisations responsible for actions 3.4 Record decisions and recommended actions
4 Communicate outcomes	4.1 Share meeting outcomes with board, members and relevant others 4.2 Encourage participants to use their networks to communicate information provided and decisions made at the meeting 4.3 Follow up people and organisations identified as responsible for actions to ensure they understand what is required 4.4 Report outcomes to participating Elders, community members and organisations through established channels

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.4, 2.1, 2.2	Evaluates and integrates information from a variety of texts to construct purposeful meaning
Writing	1.1-1.4, 2.3, 3.4, 4.1, 4.4	Uses clear, specific and industry-related terminology to complete and update workplace documentation
Oral Communication	1.1-1.3, 2.3, 2.5, 3.1-3.3, 4.1-4.4	Participates in verbal exchanges of ideas/solutions and uses clear language and suitable tone to address and disseminate relevant information to a wide variety of individuals
Navigate the world of work	2.1, 2.2	Monitors adherence to community protocols and procedures Considers own role in terms of its contribution to broader goals of work environment
Interact with others	1.5, 2.3, 2.4, 2.6	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion Recognises and values individual differences, seeking to better understand other perspectives including those with special needs
Get the work done	1.4, 2.6, 3.3	Develops plans to manage relatively complex, non-routine tasks with an awareness of how they may contribute to longer term operational and strategic goals When dealing with complex issues, may use intuition to identify general problem, switching to analytical processes to clarify key issues and using lateral thinking processes to generate possible solutions Considers whether, and how, others should be involved, often using consultative and collaborative processes as an integral part of decision-making process

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBATSIC511 Plan and conduct a community meeting	BSBATSIC511A Plan and conduct a community meeting	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBATSIC511 Plan and conduct a community meeting

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

plan a community meeting to ensure participation of appropriate people

conduct a community meeting that provides participants with an opportunity to share views

put processes in place to inform appropriate people about what occurred at the meeting and outcomes of proposed action.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline community consultation methods

explain concept of community control of organisations and how it may impact the conduct of community meetings

describe consensus decision-making principles

describe the cultural context in which Aboriginal and Torres Strait Islander boards operate, including their role in upholding traditional and cultural values, and how that might impact the conduct of community meetings

outline decision-making strategies

explain geographic, social, economic and political contexts in which particular organisations operate and how these may impact the conduct of community meetings

identify organisational policies and procedures relevant to community meetings

list provisions of federal, state or territory legislation and funding body requirements that influence decision-making

identify relevant community bodies that might be included in community meetings

describe relevant protocols and cultural responsibilities for conducting community meetings.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – ATSI governance field of work and include access to:

an actual or simulated community meeting

examples of issues raised at community meetings

meeting participants.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBATSIW515 Secure funding

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to locate funding sources, make submissions and lobby to maximise the organisation’s chances of securing funds for its activities.

It applies to individuals responsible for monitoring and guiding the activities of the organisation and securing funding for it to be able to undertake these activities.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – ATSI Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify and contact funding bodies	1.1 Identify and investigate mainstream and Aboriginal and Torres Strait Islander funding sources 1.2 Gather information about potential funding bodies’ priorities, key areas and expected outcomes 1.3 Clearly explain organisational funding requirements to potential funding bodies
2 Prepare case for funding	2.1 Form team to oversee funding submission 2.2 Delegate tasks to staff if appropriate 2.3 Determine if consultant services should be engaged to provide technical assistance preparing case for funding 2.4 Ensure a proposal is prepared that meets funding body’s objectives, criteria and submission requirements 2.5 Ensure all existing financial obligations with respect to the funding body are up-to-date
3 Promote case for funding	3.1 Use networks to lobby funding body where appropriate 3.2 Seek representation with funding body if necessary 3.3 Advise key people of progress and outcome of submission
4 Appeal if necessary	4.1 Identify relevant appeal authorities and procedures for funding bodies 4.2 Determine whether an appeal should be made if funding submission is unsuccessful 4.3 Use the appeal system if required

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.4, 2.5, 4.1	Interprets textual information obtained from a range of sources and determines how content may be applied to individual and organisational requirements
Writing	1.1-1.3, 2.4, 2.5, 3.3	Integrates information from a number of sources and develops content that support purposes and format of the material using grammatical structure and clear and logical language
Oral Communication	1.3, 2.1, 2.2, 3.1-3.3	Participates in a variety of culturally appropriate spoken exchanges to work cooperatively with staff and key stakeholders Applies relevant listening skills to ensure views of all relevant stakeholders are heard and treated with respect
Numeracy	1.1-1.3, 2.4, 2.5	Selects and interprets familiar mathematical information to evaluate statistical data, financial obligations and funding requirements
Navigate the world of work	2.4, 2.5	Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of wider environment
Interact with others	1.3, 2.1, 2.2, 3.1-3.3, 4.3	Actively identifies requirements of important communication exchanges, selecting appropriate channels, format, tone and content to suit purpose and audience Recognises importance of building rapport with people from diverse backgrounds to establish effective teams and other working relationships Looks for the strengths in others and finds ways to work with and build on these, sharing own knowledge and experience freely
Get the work done	1.1, 1.2, 2.2, 2.3, 4.1-4.3	Organises time and effort around priorities, results and realistic timeframes Begins to recognise importance of other stakeholders throughout the planning process and is learning to clarify goals and methodology with others, maintain communication and manage expectations and understanding Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information and identifying and evaluating options against agreed criteria Uses ideas proposed by others as provocations and stepping stones to new perceptions and ideas

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBATSIW515 Secure funding	BSBATSIW515C Secure funding	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBATSIW515 Secure funding

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify funding sources

complete funding applications

confirm submission meets funding body’s requirements

maintain open lines of communication with relevant individuals and network to promote application for funding

follow appeal procedures if required.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline appeal procedures available if funding submission is rejected

explain concept of community control of organisations and how it may impact the way funding is sourced and used

describe cultural context in which Aboriginal and Torres Strait Islander boards operate, including their role in upholding traditional and cultural values, and how that may impact the way funding is sourced and used

list funding sources and their requirements

identify geographic, social, economic and political contexts in which particular organisations operate and how these may impact the way funding is sourced and used

identify organisational policies and procedures in relation to obtaining funding

describe relevant consultancy services to support funding submissions

list relevant protocols and cultural responsibilities that impact how funding is sourced.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – ATSI governance field of work and include access to:

an actual or simulated board

examples of projects requiring funding

the internet or other sources of information about funding bodies

examples of relevant documents.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCMM201 Communicate in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package version 1.0

Application

This unit describes the skills and knowledge required to communicate in the workplace including gathering, conveying and receiving information and completing routine written correspondence.

It applies to individuals who perform a range of routine workplace communication tasks using a limited range of practical skills and fundamental knowledge of effective listening, questioning and non-verbal communication in a defined context under direct supervision or with limited individual responsibility.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Communication – Interpersonal Communication

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Gather, convey and receive information and ideas	1.1 Collect information to achieve work responsibilities from appropriate sources 1.2 Use method/s and/or equipment to communicate appropriate ideas and information to the audience 1.3 Use effective listening and speaking skills in verbal communication 1.4 Seek input from internal and external sources to develop and refine new ideas and approaches 1.5 Respond to instructions or enquiries promptly and in accordance with organisational requirements
2 Complete workplace documentation and correspondence	2.1 Present written information and ideas in clear and concise language to ensure the intended meaning of correspondence is understood by the recipient 2.2 Draft and present correspondence within designated time lines 2.3 Ensure presentation of written information meets organisational standards of style, format and accuracy 2.4 Complete workplace forms and documentation in a clear, concise and easy to read format
3 Communicate in a way that responds positively to individual differences	3.1 Value all individuals and treat them with respect, courtesy and sensitivity 3.2 Take into consideration cultural differences in all verbal and nonverbal communication 3.3 Use communication to develop and maintain positive relationships, mutual trust and confidence 3.4 Make efforts to use basic strategies to overcome language barriers 3.5 Ensure that behaviour is consistent with legislative requirements, enterprise guidelines and/or social protocols

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	1.4	Seeks advice from others to implement strategies to improve knowledge or skills
Reading	1.1, 1.4, 1.5, 2.3, 2.4	Reviews textual information to identify and interpret communication requirements and organisational standards
Writing	1.2, 1.5, 2.1, 2.2, 2.3, 2.4	Develops simple written texts using appropriate grammar, spelling and punctuation in accordance with organisational formats Completes workplace forms and texts in accordance with organisational conventions and legislative requirements.
Oral Communication	1.1, 1.2, 1.3, 1.4, 1.5, 3.3, 3.4	Explains ideas and requirements clearly and listens carefully to verbal instructions and discussions Asks questions to confirm understanding
Navigate the world of work	1.5, 2.3, 3.5	Understands responsibilities of role and complies with legislative, regulatory and organisational requirements
Interact with others	1.2, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4	Recognises common cultural and other differences of people in the work context and makes adjustments to accommodate the differences Follows accepted communication practices and protocols to assist in building and maintaining positive working relationships
Get the work done	1.1, 1.2, 1.4,1.5, 2.1-2.4	Plans and implements routine tasks and workload making limited decisions on sequencing, timing and collaboration, seeking assistance in setting priorities Uses digital technology to find, record or communicate basic information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCMM201 Communicate in the workplace	BSBCMM201A Communicate in the workplace	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCMM201 Communicate in the workplace

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

communicate information and ideas verbally and non-verbally, taking cultural differences and language barriers into consideration

produce written material, used routinely in day to day work, which is clear, concise and effectively convey the intended meaning to the recipient

complete workplace forms

use style, format and level of accuracy appropriate to the type of written material

provide prompt responses to requests for information in accordance with organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify any organisational policies, plans and procedures which detail organisation’s standards or protocols for workplace communication

describe different communication styles

outline barriers to communication.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:

office equipment

business resources

workplace policies and procedures relating to communication

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCMM401 Make a presentation

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0

Application

This unit covers the skills and knowledge required to prepare, deliver and review a presentation to a target audience.

This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training and promotions. They contribute well developed communication skills in presenting a range of concepts and ideas.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Communication – Interpersonal Communication

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Prepare a presentation	1.1 Plan and document presentation approach and intended outcomes 1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed 1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas 1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation 1.5 Select techniques to evaluate presentation effectiveness
2 Deliver a presentation	2.1 Explain and discuss desired outcomes of the presentation with the target audience 2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas 2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes 2.4 Use persuasive communication techniques to secure audience interest 2.5 Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences 2.6 Summarise key concepts and ideas at strategic points to facilitate participant understanding
3 Review the presentation	3.1 Implement techniques to review the effectiveness of the presentation 3.2 Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation 3.3 Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.3, 2.2	Reviews and analyses documents to identify information relevant to a specific presentation
Writing	1.1, 3.3	Develops material to convey ideas and information to target audience in an engaging way
Oral Communication	1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.2	Presents information using words and non-verbal features appropriate to the audience and context Uses listening and questioning techniques to gather information required to develop or modify presentations Interprets audience reactions and changes words or non-verbal features accordingly
Interact with others	1.4, 2.1, 2.2, 2.4, 2.5, 2.6, 3.2	Selects and uses appropriate conventions and protocols to encourage interaction or to present information Demonstrates sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals Recognises the need to alter personal communication style in response to the needs or expectations of others
Get the work done	1.1-1.5, 2.2, 2.5, 3.1-3.3	Takes responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes Uses feedback from others, analytical and lateral thinking to review current practices and develop new ideas Uses the main features and functions of digital tools to complete work tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCMM401 Make a presentation	BSBCMM401A Make a presentation	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCMM401 Make a presentation

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare and deliver presentations related to occupation or area of interest which demonstrate the use of:

effective presentation strategies and communication principles

aids and materials to support the presentation

select and implement methods to review the effectiveness of own presentation and document any changes which would improve future presentations.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify information collection methods that will support review and feedback of presentations

identify regulatory and organisational obligations and requirements relevant to presentations

describe the principles of effective communication

describe the range of presentation aids and materials available to support presentations.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:

equipment, materials and business software packages for making a presentation

business technology

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCOM406 Conduct work within a compliance framework

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify statutory, legislative and regulatory requirements and relate them to individual work practices to ensure ongoing adherence to the compliance framework.

It applies to individuals who to carry out work in accordance with the compliance framework applying to a particular job role, occupation or profession.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, licensing and risk – Compliance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify individual compliance requirements	1.1 Identify and document statutory, legislative and regulatory requirements relevant to job role, occupation or profession 1.2 Identify and document relevant organisational and industry requirements
2. Interpret individual compliance requirements	2.1 Map compliance requirements against individual position description and work practices 2.2 Discuss ethical considerations with relevant parties where appropriate
3. Ensure individual compliance	3.1 Consult with appropriate persons to identify procedures to be applied, contingent on the situation 3.2 Reflect on personal actions in the context of compliance requirements 3.3 Record action taken if required
4. Identify and adapt to changes in compliance requirements	4.1 Access and analyse documentation relating to changes in compliance issues 4.2 Discuss documentation with appropriate persons to ensure ongoing compliance

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.2	Reflects on own actions to improve future performance
Reading	1.1, 1.2, 4.1	Identifies and analyses complex texts to determine key information, specific requirements and responsibilities
Writing	1.1, 1.2, 2.1, 3.3	Collates and compiles information gathered from multiple sources in required format for using correct technical and enterprise specific language
Oral Communication	2.2, 3.1, 4.2	Discusses compliance or ethical issues using structure and language to suit the audience Uses listening and questioning techniques to confirm understanding of compliance requirements
Navigate the world of work	2.2, 3.1, 4.1	Takes personal responsibility for following explicit and implicit policies, procedures and legislative requirements
Interact with others	2.2, 3.1, 4.2	Selects and uses appropriate communication conventions and practices when discussing, seeking or sharing information
Get the work done	1.1, 1.2, 2.1, 3.3, 4.1, 4.2	Takes responsibility for planning and implementing tasks required to achieve efficient and effective outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCOM406 Conduct work within a compliance framework	BSBCOM406A Conduct work within a compliance framework	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCOM406 Conduct work within a compliance framework

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

conduct work according to relevant statutory, legislative and regulatory requirements relating to work practices

analyse and keep up to date with compliance requirements

map compliance requirements to work practices and position description

seek advice and discuss ethical considerations

reflect on personal actions.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify statutory, legislative and regulatory requirements relevant to job role, occupation or profession

outline codes of practice relevant to job role, occupation or profession

explain organisational policies and procedures relevant to workplace

explain individual work requirements and practices as contained in position description and occupational standards

outline statutory requirements and codes of conduct in context of individual job role.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Regulation, licensing and risk – compliance field of work and include access to:

legislation, regulations and codes of conduct relevant to job role, occupation or profession

information about relevant professional associations

position descriptions

organisation policies and procedures relevant to job role, occupation or profession

case studies and, where possible, real situations.

Assessors must satisfy NVRAQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCUS201 Deliver a service to customers

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to deliver all aspects of customer service at an introductory level. It includes creating a relationship with customers, identifying their needs, delivering services or products and processing customer feedback.

It applies to individuals who perform a range of routine tasks in the workplace using a limited range of practical skills and fundamental knowledge of customer service in a defined context under direct supervision or with limited individual responsibility.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Stakeholder Relations – Customer Service

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Establish contact with customers	1.1 Acknowledge and greet customer in a professional, courteous and concise manner according to organisational and legislative requirements 1.2 Maintain personal dress and presentation in line with organisational requirements 1.3 Communicate using appropriate interpersonal skills to facilitate accurate and relevant exchange of information 1.4 Maintain sensitivity to customer specific needs and any cultural, family and individual differences 1.5 Establish rapport/relationship with customer and express a genuine interest in customer needs/requirements
2 Identify customer needs	2.1 Use appropriate questioning and active listening to determine customer needs 2.2 Assess customer needs for urgency to identify priorities for service delivery 2.3 Provide customer with information about available options for meeting customer needs and assist customer to identify preferred option/s 2.4 Identify personal limitations in addressing customer needs and seek assistance from designated persons where required
3 Deliver service to customers	3.1 Provide prompt customer service to meet identified needs according to organisational requirements 3.2 Provide information regarding problems and delays, and followup within appropriate timeframes as necessary 3.3 Communicate with customers in a clear, concise and courteous manner 3.4 Identify opportunities to enhance the quality of service and products, and take action to improve the service whenever possible
4 Process customer feedback	4.1 Promptly recognise customer feedback and handle sensitively according to organisational and legislative requirements 4.2 Accurately record any feedback and communication between customers and the organisation according to organisational standards, policies and procedures and legislative requirements 4.3 Identify any unmet customer needs and discuss suitability of other products/services 4.4 Support customers to make contact with other services according to organisational policies and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 3.1, 4.1, 4.2, 4.4	Understands requirements in organisational policy and procedure documents Interprets product and service information in a range of formats to provide customer advice
Writing	4.2	Records customer information according to organisational requirements
Oral Communication	1.1, 1.3, 1.4, 1.5, 2.1-2.4, 3.2, 3.3, 4.3	Provides information or advice using structure and language to suit the audience Asks questions and listens to gain information or confirm understanding
Navigate the world of work	1.1, 1.2, 3.1, 4.1, 4.2, 4.4	Follows organisational procedures and practices relevant to own role
Interact with others	1.1, 1.3-1.5, 2.1-2.4, 3.1, 3.2, 3.3, 4.1, 4.3, 4.4	Uses accepted communication practices to establish connections, build rapport and develop professional working relationships Adjusts personal communication style in response to the opinions, values and particular needs of others
Get the work done	3.2, 3.4, 4.1- 4.3	Addresses routine problems in familiar work contexts Recognises opportunities to enhance work practices and outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCUS201 Deliver a service to customers	BSBCUS201B Deliver a service to customers	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCUS201 Deliver a service to customers

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

greet customer and establish rapport/relationship in accordance with organisational requirements

identify customer needs using appropriate interpersonal skills

provide prompt service to address customer needs in accordance with organisational requirements

identify and follow up opportunities to increase the quality of service and products

respond to and record all customer feedback according to organisational standards, policies and procedures.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify and briefly describe key provisions of relevant legislation from all forms of government that apply to provision of customer services

identify and explain workplace organisational policies and procedures relating to customer service and the customer service process.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the customer service field of work and include access to:

office equipment and technology

workplace documents, organisational policies and procedures for customer service

examples of customer complaints and feedback

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBEMS401 Develop and implement business development strategies to expand client base

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and implement prospecting strategies to expand the client base of organisations or enterprises seeking to employ individuals.

It applies to individuals working in support roles in either a public or private employment services agency.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Recruitment and Employment Services

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop strategies to identify potential clients	1.1 Undertake research to identify potential clients 1.2 Develop marketing and promotional plans to target potential clients 1.3 Use prospecting methods to target potential clients 1.4 Review and evaluate strategies for effectiveness
2 Initiate relationships with potential clients	2.1 Develop communication strategies to effectively liaise with potential clients 2.2 Identify and analyse client business and legislative requirements 2.3 Discuss and negotiate client business requirements 2.4 Prepare a tender and proposal to meet negotiated client business requirements 2.5 Present organisation’s proposal to the client
3 Manage client relationship	3.1 Make followup contact with the client 3.2 Negotiate business requirements to ensure client satisfaction with the service to be provided 3.3 Adapt proposal to client as required 3.4 Develop contract with client
4 Utilise networks to expand client base	4.1 Review and assess established networks for effectiveness in assisting to identify potential clients 4.2 Use appropriate communication strategies to utilise networks to identify potential clients 4.3 Use networks to identify and build relationships with potential clients 4.4 Identify benefits of networks and other relationships in expanding the client base

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.4, 2.2, 4.1	Identifies and analyses information from a range of sources to identify potential clients and their requirements
Writing	1.2, 1.4, 2.1, 2.2, 2.4, 3.3, 3.4	Produces and amends documents in required formats using appropriate business language
Oral Communication	1.3, 2.3, 2.5, 3.1, 3.2, 3.4, 4.2	Present ideas or persuasive arguments using vocabulary and non-verbal features appropriate to the audience Asks questions and listens carefully to gather, interpret or evaluate information
Navigate the world of work	2.2	Applies workplace protocols, legislation or regulations relevant to own responsibilities
Interact with others	1.3, 2.3, 2.5, 3.1, 3.2, 3.4, 4.2-4.4	Selects and uses appropriate conventions and protocols when communicating with others Participates in conversations relevant to role responding, explaining, negotiating and persuading as required Actively seeks to establish and maintain effective business relationships with potential and current clients
Get the work done	1.1, 1.2, 1.4, 2.1	Takes responsibility for planning and implementing tasks for efficient and effective outcomes Uses systematic, analytical processes to evaluate information and make decisions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBEMS401 Develop and implement business development strategies to expand client base	BSBEMS401B Develop and implement business development strategies to expand client base	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBEMS401 Develop and implement business development strategies to expand client base

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop and implement at least one documented plan for gaining new clients

document communication strategies to develop and maintain client relationships

demonstrate techniques to expand a client base using client network/s.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the key provisions of relevant legislation, regulations, standards and codes of practice that affect business development strategies

describe recruitment methods used to attract new clients

identify the range of organisational products and services supplied by employment agencies.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – recruitment and employment services field of work and include access to:

office equipment and resources

examples of workplace documents used in employment services agencies.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBEMS402 Develop and implement strategies to source and assess candidates

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and implement strategies to source candidates and to assess their suitability for available positions.

It applies to individuals working in a support role in an employment services agency.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Recruitment and Employment Services

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop strategies to source candidates	1.1 Undertake research to identify potential candidate channels 1.2 Identify a range of strategies to assist in sourcing candidates 1.3 Review and evaluate strategies for effectiveness 1.4 Develop advertisement copy to align with client requirements, job specifications and place accordingly to attract candidates
2 Screen and interview potential candidates	2.1 Undergo preliminary screening with candidates in a fair and equitable manner, in compliance with relevant legislation 2.2 Organise and conduct interviews and employment appraisal assessments in accordance with organisational policy and best practice 2.3 Undertake general assessment of raw skills as required, depending on the position 2.4 Obtain additional information from candidates as required
3 Assess and select candidates	3.1 Conduct assessment and selection process in accordance with organisational policy and legislative requirements, and in consultation with the client 3.2 Judge information obtained from each candidate against specified selection criteria and note any additional influencing factors 3.3 Align candidate suitability to specific client requirements and job specifications, in consultation with the client 3.4 Prepare selection recommendations for the client and document in accordance with organisational procedures
4 Manage candidate outcomes	4.1 Inform all candidates of selection decisions in a timely manner 4.2 Provide feedback to unsuccessful candidates 4.3 Provide successful candidate with briefing and coaching for interview with client 4.4 Negotiate placements with candidate and client

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1-2.3, 3.1-3.4	Interprets a range of textual information from a variety of sources and analyses and reviews for compliance and suitability
Writing	1.1, 1.4, 2.1, 2.2, 3.2-3.4, 4.1-4.3	Prepares concise notes to help synthesise information sourced during research Produces reports and other business communication for a range of contexts and audiences using relevant language and structure
Oral Communication	2.1-2.4, 3.1, 3.3, 4.1-4.4	Asks questions and listens carefully to gather, interpret or evaluate information Participates in verbal exchanges using clear language and appropriate tone to provide relevant information and feedback
Navigate the world of work	1.4, 2.1, 2.2, 3.1-3.4	Applies workplace protocols, legislation or regulations relevant to own responsibilities
Interact with others	2.1, 2.2, 2.4, 3.1, 3.3, 4.1-4.4	Selects and uses appropriate conventions and protocols when communicating with candidates or clients Participates in conversations relevant to role responding, explaining, negotiating and persuading as required
Get the work done	1.1-1.3, 2.2-2.3, 3.2-3.4, 4.1	Takes responsibility for planning and implementing tasks for efficient and effective outcomes Uses systematic, analytical processes to evaluate information and make decisions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBEMS402 Develop and implement strategies to source and assess candidates	BSBEMS402B Develop and implement strategies to source and assess candidates	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBEMS402 Develop and implement strategies to source and assess candidates

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

produce a written or verbal presentation on strategies for sourcing candidates

demonstrate the process for screening and interviewing a candidate

provide a written report or demonstration of an assessment of a candidate’s skills and selection recommendation

communicate effectively with clients and successful and unsuccessful candidates.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline economic, social and industry trends affecting employment levels

describe the key provisions of relevant legislation, regulations, standards and codes of practice that affect employment agencies

describe a range of interview techniques and recruitment sourcing methods

describe the range of organisational products and services supplied by employment agencies.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – recruitment and employment services field of work and include access to:

office equipment and resources

examples of workplace documents used in employment services agencies.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBEMS403 Develop and provide employment management services to candidates

Modification History

Release	Comments
Release 2	This version released with BSB Business Services Training Package Version 2.0. Version created to clarify assessment conditions
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to provide employment services to candidates that assist in the retention and management of candidates by the organisation.

It applies to individuals working in an assistant capacity in either a public or private employment services agency.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Recruitment and Employment Services

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop strategies for retention of candidates	1.1 Analyse current candidate information 1.2 Identify candidate and legislative requirements 1.3 Identify a range of strategies to meet candidate and legislative requirements 1.4 Evaluate and assess products and services for candidates 1.5 Establish and implement methods of monitoring candidate retention
2 Provide advice and support to candidates	2.1 Provide services including résumé counselling and preparation 2.2 Provide career advice and counselling to candidates 2.3 Undertake candidate induction in accordance with client requirements, organisational policy and Work Health and Safety (WHS) compliance requirements 2.4 Provide advice and information on legislative industrial relations matters, WHS and employment issues to candidates
3 Provide training solutions to candidates	3.1 Identify and document candidates’ training needs, including WHS 3.2 Undertake research to identify suitable training programs available to address candidates’ identified training need 3.3 Provide advice to candidates on training options available 3.4 Provide relevant internal training to meet candidate requirements if required, in accordance with organisational policies and legislative requirements 3.5 Access relevant external training to meet candidates’ requirements if required, in accordance with organisational policies and legislative requirements 3.6 Review implementation of client training plan with client to ensure needs are met
4 Develop strategies for ongoing management of candidates	4.1 Establish monitoring strategies to determine issues in service delivery to candidates 4.2 Provide post placement support to candidates 4.3 Develop strategies to evaluate the effectiveness of the employment management services 4.4 Develop and document recommendations to improve management services 4.5 Modify and/or expand management services as appropriate to incorporate recommendations

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1, 2.3, 2.4, 3.1, 3.2, 3.4-3.6	Interprets and analyses textual information including legislative requirements from a range of sources
Writing	3.1, 3.4, 4.3, 4.4	Prepares concise notes based on information sourced during research Produces reports and other business communication for a range of contexts and audiences using relevant language, tone and structure
Oral Communication	2.1-2.4, 3.3, 3.4, 4.2	Participates in a range of verbal exchanges using clear and detailed language and appropriate tone to provide information and training Asks questions and listens carefully to gather, interpret or evaluate information
Navigate the world of work	2.3, 2.4, 3.1, 3.4, 3.5	Adheres to legal responsibilities and organisational policies and procedures relevant to own work Understands the nature and purpose of own role and associated responsibilities
Interact with others	2.1-2.4, 3.3, 3.4, 4.2	Selects and uses appropriate conventions and protocols when communicating with candidates Participates in conversations relevant to role responding, explaining and supporting as required
Get the work done	1.1-1.5, 2.1, 2. 3, 3.1, 3.2, 4.1, 4.2	Takes responsibility for planning and implementing tasks for efficient and effective outcomes Uses systematic, analytical processes to evaluate current practices and recommend improvements

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBEMS403 Develop and provide employment management services to candidates Release 2	BSBEMS403 Develop and provide employment management services to candidates Release 1	Updated to clarify assessment conditions	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBEMS403 Develop and provide employment management services to candidates

Modification History

Release	Comments
Release 2	This version released with BSB Business Services Training Package Version 2.0 Version created to clarify assessment conditions
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

produce a written report about:

retention development strategies

training and support options for candidates in accordance with legislative and organisational requirements

communicate effectively with candidates for training, induction and professional development purposes

identify improvements for future management services.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe the key provisions of relevant legislation, regulations, standards and codes of practice that affect employment agencies

summarise important policies and procedures relevant to retaining and managing an organisation’s candidate base

describe the range of organisational products and services supplied to clients by employment agencies

identify and describe a range of training options and solutions for candidates

identify and describe a range of techniques used in training, coaching and mentoring candidates.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – recruitment and employment services field of work and include access to:

office equipment and resources

examples of workplace documents used in employment services agencies.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBEMS404 Manage the recruitment process for client organisations

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package version 1.0.

Application

This unit describes the skills and knowledge required to develop and implement strategies to source, manage and assess candidates for placement purposes.

It applies to individuals working in a support role in either a public or private employment services agency.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Recruitment and Employment Services

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Provide advice on recruitment strategy to client	1.1 Provide advice and information to client on workforce planning and performance management systems and issues 1.2 Provide advice and information to client to assist in developing and/or evaluating a recruitment strategy and processes 1.3 Identify and determine effective and accurate performance indicators 1.4 Discuss and agree with client, recommendations for necessary assessments and profiling 1.5 Identify and analyse performance gaps as part of workforce planning 1.6 Evaluate forms, procedures and induction processes for continuous improvement
2 Determine job specifications with client	2.1 Undertake job analysis with client to determine needs and requirements for recruitment, in line with organisational recruitment strategy 2.2 Provide advice to client on issues such as salary, conditions and legislative requirements 2.3 Write clear and concise specifications which accurately reflect the job role within client’s organisation, and comply with relevant legislative requirements and organisational format 2.4 Confirm specifications with appropriate personnel prior to undertaking recruitment
3 Manage recruitment process	3.1 Develop a selection plan and criteria based on the job specification, performance gaps and organisational needs, in consultation with client 3.2 Write and place recruitment advertisements in relevant media in accordance with job specifications, organisational policy and legislative requirements 3.3 Employ strategies to source potential candidates 3.4 Organise and conduct job interviews and employment appraisals in accordance with organisational policy and legislative requirements
4 Assess and select candidates	4.1Judge information obtained from each candidate against specified selection criteria and note any additional influencing factors 4.2 Conduct assessment and selection process in accordance with organisational policy and legislative requirements 4.3 Shortlist suitable candidates for client interview
5 Refer candidates and complete placement process	5.1 Recommend candidates best suited to selection criteria to client for interview, and create and forward candidate profiles to client 5.2 Provide advice and support to candidates with résumé preparation, interview preparation and presentation to the client 5.3 Inform all candidates promptly and accurately of selection decisions 5.4 Conduct job offer to successful candidate 5.5 Complete placement follow up

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3, 1.5, 1.6, 2.1, 2.3, 3.1, 3.2, 3.4, 4.1, 4.2	Interprets and analyses textual information from a variety of sources for relevance, suitability and compliance
Writing	1.1-1.3, 2.2-2.4, 3.1, 3.2, 4.1-4.3, 5.1-5.5	Prepares concise notes to help synthesise information during analysis and assessment phase Produces reports and other business communication for a range of contexts and audiences using relevant language, tone and structure
Oral Communication	1.1, 1.2, 1.4, 2.1, 2.2, 2.4, 3.1, 3.4, 5.2-5.4	Uses active listening and questioning techniques to elicit and assess relevant information Participates in a range of verbal exchanges using clear and detailed language and appropriate tone to provide relevant information, opinion and training
Navigate the world of work	2.2, 2.3, 3.2, 3.4, 4.2	Adheres to legal responsibilities and organisational policies and procedures relevant to own work
Interact with others	1.4, 2.2, 2.4, 3.1, 5.2-5.4	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction Takes some steps to vary content, structure, style, tone and vocabulary to suit the needs of familiar audiences
Get the work done	1.1-1.6, 2.1, 2.3, 2.4, 3.1- 3.4, 4.1, 4.2, 5.1, 5.3, 5.5	Takes responsibility for planning, sequencing and prioritising tasks to achieve required outcomes Systematically analyses information to make decisions and recommendations

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBEMS404 Manage the recruitment process for client organisations	BSBEMS404B Manage the recruitment process for client organisations	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBEMS404 Manage the recruitment process for client organisations

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

produce reports containing strategic recruitment advice

create well-developed job specifications and selection plans

analyse, assess and select candidates for specific positions explaining reasons for preferred candidates

communicate effectively with candidates for training and professional development purposes

identify improvements for future management services.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe the key provisions of relevant legislation, regulations, standards and codes of practice that affect employment agencies

summarise key organisational policies and procedures affecting recruitment processes

describe the range of organisational products and services used in recruitment processes for client organisations

describe a range of recruitment sourcing methods, strategies and techniques

outline a range of workforce planning and performance management systems

summarise techniques used to assess the competency of individuals.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – recruitment and employment services field of work and include access to:

office equipment and resources

examples of workplace documents used in employment services agencies.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIA301 Maintain financial records

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to maintain daily financial records such as reconciling debtors’ and creditors’ systems, preparing and maintaining a general ledger and trial balance and includes activities associated with monitoring cash control for accounting purposes.

It applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts and may exercise discretion and judgement using appropriate theoretical knowledge of financial records.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Finance – Financial Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Maintain daily financial records	1.1 Correctly maintain daily financial records in accordance with organisational and legislative requirements for accounting purposes 1.2 Identify and rectify or refer discrepancies or errors in documentation or transactions to designated persons in accordance with organisational and legislative requirements 1.3 Accurately credit and debit transactions and promptly enter into journals in accordance with organisational and legislative requirements
2 Maintain general ledger	2.1 Maintain general ledger in accordance with organisational and legislative requirements 2.2 Post transactions into general ledger in accordance with organisational and legislative reporting requirements 2.3 Reconcile systems for accounts payable and receivable with general ledger 2.4 Accurately prepare trial balance from general ledger in accordance with organisational and legislative requirements
3 Monitor cash control	3.1 Ensure cash flow is accurately accounted for in accordance with organisational and legislative requirements 3.2 Make and receive payments in accordance with organisational and legislative requirements 3.3 Collect or follow up outstanding accounts within designated timelines 3.4 Check payment documentation for accuracy of information and despatch to creditors within designated timeline

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.4, 3.1-3.4	Recognises and interprets numerical and textual information to determine and complete required activities
Writing	1.3, 2.1-2.4, 3.1-3.4	Integrates data from different sources and records numerical information in a format appropriate to context and purpose of material Prepares clear and detailed information and instructions using format, structure and tone suitable to audience
Oral Communication	1.2, 3.2, 3.3	Explains financial issues and requirements clearly, using facts and examples, and uses listening and questioning techniques to obtain sequenced instructions
Numeracy	1.1-1.3, 2.1-2.4, 3.1-3.4	Uses a limited range of mathematical calculations to reconcile amounts using whole numbers and decimals and arrange/compare numerical information
Navigate the world of work	1.1-1.3, 2.1-2.4, 3.1-3.3	Recognises, understands and monitors adherence to legislative and organisational requirements in undertaking own work
Interact with others	3.3, 3.4	Understands the importance of using appropriate practices and protocols when handling confidential information
Get the work done	1.1-1.3, 2.1-2.4, 3.1-3.4	Takes responsibility for own workload and monitors adherence to specified goals and timelines Uses digital technologies to access, record, store, organise and compile data as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIA301 Maintain financial records	BSBFIA301A Maintain financial records	Updated to meet Standards for Training Packages Minor edits to clarify meaning of performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIA301 Maintain financial records

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

maintain daily transactions and identify and respond to discrepancies and errors

transfer and record financial data accurately

reconcile expenditures and revenue in a timely manner.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of relevant legislation, codes of practice and national standards that may affect financial record keeping

discuss organisational policies and procedures relating to maintaining financial records

define credits/creditors and debits/debtors

describe principles of double entry bookkeeping and accrual accounting

identify methods of presenting financial data.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial administration field of work and include access to:

office equipment and resources

computer equipment and relevant software

examples of source documents relating to financial record keeping

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIA402 Report on financial activity

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to report financial activity for business both in response to client requests and to meet statutory requirements such as the completion of financial reports.

This unit applies to individuals with a broad knowledge of financial activities who contribute financial skills and knowledge to address reporting requirements of clients and legal authorities. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Finance – Financial Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Compile financial information and data	1.1 Collect, evaluate and code current financial data to ensure consistency, quality and accuracy in accordance with organisational requirements 1.2 Use conversion and consolidation procedures to compile analysis in accordance with organisational requirements 1.3 Make, record and disclose asset and liability valuations in accordance with organisational requirements 1.4 Ensure that discrepancies, unusual features or queries are identified, resolved or referred to the appropriate authority
2 Prepare statutory requirement reports	2.1 Correctly record income and expenditure to ensure compliance with statutory requirements 2.2 Calculate liabilities for tax in accordance with current legislation and revenue gathering practices 2.3 Correctly identify relevant receipts, revenue documentation and payments 2.4 Ensure that statements and claims take full advantage of available benefits and allowances in accordance with statutory requirements 2.5 Submit statutory requirement reports to appropriate authorities within stated deadlines
3 Provide financial business recommendations	3.1 Ensure that recommendations are logically derived and supported by evidence in report 3.2 Provide recommendations to propose constructive actions to enhance the effectiveness and efficacy of functions and services 3.3 Ensure recommendations are concise and facilitate direction and control of organisation’s operations 3.4 Identify and prioritise significant issues in statements including comparative financial performances for review and decision making 3.5 Ensure structure and format of reports are clear and conform to organisational and statutory requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1-2.5, 3.1-3.5	Compares and analyses information from a range of sources varying in complexity to determine and complete financial requirements
Writing	1.1-1.4, 2.1, 2.2, 2.4, 2.5, 3.1-3.5	Records numerical and textual information incorporating required financial language organising data in a manner that supports the format and purpose of the document
Oral Communication	1.4, 3.2, 3.3	Presents financial issues and requirements clearly, succinctly and based on own findings using language appropriate to audience and environment Exchanges and obtains information from others by listening and questioning
Numeracy	1.1-1.4, 2.1-2.5, 3.1, 3.4, 3.5	Establishes criteria and categories for financial management purposes and monitors activities on a regular basis Uses a wide range of mathematical calculations to interpret and arrange/compare numerical information in order to comply with requirements
Navigate the world of work	1.1-1.4, 2.1-2.5, 3.1, 3.3, 3.5	Recognises, understands and applies applicable legislation, industry standards and organisational policies and procedures in the conduct of own work
Interact with others	1.4, 2.5	Selects and uses appropriate conventions and protocols when communicating with external stakeholders to supply required information
Get the work done	1.1-1.4, 2.1, 2.2, 2.5, 3.4	Uses formal and logical processes to plan and complete tasks, achieving timelines and organisational requirements Uses analytical skills to identify discrepancies, attempts to resolves the issues within the context of own responsibilities and, where appropriate, consults with more experienced colleagues for assistance Uses a range of digital technologies to access, record, store, organise, compile, analyse and present complex data from multiple sources of information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIA402 Report on financial activity	BSBFIA402A Report on financial activity	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIA402 Report on financial activity

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

organise and present financial data including budget variances, budgets and forecasts, cash flow/profit reports, balance sheets, financial year reports, operating statements, expenditure and receipts and profit and loss statements to highlight relevant features and meet workplace requirements

use conversion and consolidation procedures such as moving averages, standardised variables, trend analysis and unit costs

identify, resolve or refer discrepancies such as absence of auditable trail, expenditure report mismatches, incorrect payments and unreconciled cash flows

record income and expenditure to meet statutory requirements

calculate liabilities for tax including completing Business Activity Statements

provide financial business recommendations

apply knowledge of relevant legislation and regulations

perform double entry bookkeeping and accrual accounting.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of legislation, regulation and codes of practice relevant to financial operations

describe the techniques used for forecasting and analysis

identify the options, methods and practices for deductions, benefits and depreciations.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial administration field of work and include access to:

office equipment and resources

computer with relevant software

examples of financial data, reports and documents

workplace financial policies and procedures

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIM501 Manage budgets and financial plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake financial management within a work team in an organisation. It includes planning and implementing financial management approaches, supporting team members whose role involves aspects of financial operations, monitoring and controlling finances and reviewing and evaluating effectiveness of financial management processes.

It applies to managers in a wide range of organisations and sectors who have responsibility for ensuring that work team financial resources are used effectively and are managed in line with financial objectives of the team and organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Finance - Financial Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan financial management approaches	1.1 Access budget/financial plans for the work team 1.2 Clarify budget/financial plans with relevant personnel within the organisation to ensure that documented outcomes are achievable, accurate and comprehensible 1.3 Negotiate any changes required to be made to budget/financial plans with relevant personnel within the organisation 1.4 Prepare contingency plans in the event that initial plans need to be varied
2 Implement financial management approaches	2.1 Disseminate relevant details of the agreed budget/financial plans to team members 2.2 Provide support to ensure that team members can competently perform required roles associated with the management of finances 2.3 Determine and access resources and systems to manage financial management processes within the work team
3 Monitor and control finances	3.1 Implement processes to monitor actual expenditure and to control costs across the work team 3.2 Monitor expenditure and costs on an agreed cyclical basis to identify cost variations and expenditure overruns 3.3 Implement, monitor and modify contingency plans as required to maintain financial objectives 3.4 Report on budget and expenditure in accordance with organisational protocols
4 Review and evaluate financial management processes	4.1 Collect and collate for analysis, data and information on the effectiveness of financial management processes within the work team 4.2 Analyse data and information on the effectiveness of financial management processes within the work team and identify, document and recommend any improvements to existing processes 4.3 Implement and monitor agreed improvements in line with financial objectives of the work team and the organisation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.3, 3.1-3.4, 4.2, 4.3	Interprets and analyses information to determine activities required
Writing	1.1, 1.4, 4.1-4.3	Records information in correct forms and prepares materials which convey detailed and factual content in accordance with internal procedures
Oral Communication	1.2, 1.3, 2.1-2.3	Presents information about financial issues and requirements to a range of audiences using structure and language to suit the audience Uses active listening and questioning to clarify information and to confirm understanding
Numeracy	1.1-1.3, 2.1-2.3, 3.1-3.4, 4.1-4.3	Uses a wide range of mathematical calculations to analyse numeric information in budgets or financial plans
Navigate the world of work	2.2, 3.3, 3.4, 4.3	Recognises, understands and adheres to organisational requirements in undertaking own work
Interact with others	1.2, 1.3, 2.1, 2.2, 3.1, 2.3, 4.2, 4.3	Uses a range of strategies to connect, collaborate and cooperate with other work colleagues in activities requiring collective effort and diverse skills and knowledge
Get the work done	1.1, 1.4, 2.3, 3.1-3.4, 4.1-4.3	Uses logical processes in planning, implementing and evaluating complex tasks and developing alternative strategies in achieving goals and timelines Uses a range of digital technologies to access, filter, compile, integrate and logically present complex information from multiple sources

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIM501 Manage budgets and financial plans	BSBFIM501A Manage budgets and financial plans	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIM501 Manage budgets and financial plans

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use financial skills to work with and interpret budgets, ageing summaries, cash flow, petty cash, Goods and Services Tax (GST), and profit and loss statements

communicate with relevant people to clarify budget/financial plans, negotiate changes and disseminate information

prepare, implement and modify financial contingency plans

monitor expenditure and control costs

support and monitor team members

report on budget and expenditure

review and make recommendations for improvements to financial processes

meet record keeping requirements for the Australian Taxation Office (ATO) and for auditing purposes.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe basic accounting principles

identify and explain the relevant legislation and current requirements of the Australian Taxation Office, including the Goods and Services Tax (GST)

explain the key requirements for financiall record keeping and auditing

describe the principles and techniques involved in managing:

budgeting

cash flows

electronic spreadsheets

GST

ledgers and financial statements

profit and loss statements.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial management field of work and include access to:

resources and documentation used in the workplace

workplace policies and procedures

workplace budgets and financial plans

business technology

case studies and, where available, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIM601 Manage finances

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake budgeting, financial forecasting and reporting and to allocate and manage resources to achieve the required outputs for the business unit. It includes contributing to financial bids and estimates, allocating funds, managing budgets and reporting on financial activity.

It applies to individuals who have managerial responsibilities which include overseeing the management of financial and other resources across a business unit, a series of business units or teams, or an organisation. It covers all areas of broad financial management. In a larger organisation this work would be supported by specialists in financial management.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Finance – Financial Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan for financial management	1.1 Review and analyse previous financial data to establish areas which have generated a profit or loss 1.2 Undertake research to review reasons for previous profit and loss 1.3 Review business plan to establish critical dates and initiatives that will require or generate resources in the next financial cycle 1.4 Analyse cash flow trends 1.5 Review statutory requirements for compliance and liabilities for tax 1.6 Review existing software and its suitability for financial management
2 Establish budgets and allocate funds	2.1 Use previous financial data to determine allocations for resources 2.2 Make informed estimates of new items for inclusion in budget 2.3 Prepare budgets in accordance with organisational requirements and statutory requirements
3 Implement budgets	3.1 Circulate budgets and ensure managers and supervisors are clear about budgets, reporting requirements and financial delegations 3.2 Manage risks by checking there are no opportunities for misappropriation of funds and that systems are in place to properly record all financial transactions 3.3 Review profit and loss statements, cash flows and ageing summaries 3.4 Revise budgets, as required, to deal with contingencies 3.5 Maintain audit trails to ensure accurate tracking and to identify discrepancies between agreed and actual allocations 3.6 Ensure compliance with due diligence
4 Report on finances	4.1 Ensure structure and format of reports are clear and conform to organisational and statutory requirements 4.2 Identify and prioritise significant issues in statements, including comparative financial performances for review and decision making 4.3 Prepare recommendations to ensure financial viability of the organisation 4.4 Evaluate the effectiveness of financial management processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.6, 2.1-2.3, 3.2-3.5, 4.1-4.4	Interprets, analyses and evaluates complex information to determine and adhere to organisational or legislative requirements and to assist with financial decision making
Writing	1.1-1.6, 2.1- 2.3, 3.1-3.5, 4.1-4.3	Develops and records information which incorporates a detailed analysis of factual and forecasted information Prepares documents using format, content and layout appropriate to audience, purpose and regulatory requirements
Oral Communication	3.1	Explains financial decisions and outcomes clearly and uses listening and questioning techniques to exchange information and obtain agreement
Numeracy	1.1-1.6, 2.1-2.3, 3.2-3.5, 4.1-4.2	Reviews and analyses numerical data embedded in organisational documentation and legislation Compares and contrasts complex numerical data to analyse and evaluate financial position and processes. Uses appropriate formulae to analyse financial data to assess and manage risk and identify discrepancies
Navigate the world of work	1.5, 2.3, 3.6, 4.1	Recognises, understands and adheres to legislative and organisational requirements in undertaking own work
Interact with others	3.1	Selects and uses appropriate conventions and protocols when communicating with supervisors and managers to share information or seek agreement
Get the work done	1.1-1.6, 2.1-2.3, 3.1-3.5, 4.1-4.4	Uses logical processes in planning, implementing and evaluating complex tasks to achieve stated goals Uses formal analytical thinking techniques to identify issues, investigate underlying causes and generate possible solutions, seeking input from others as required Uses a range of digital technology to access, filter, compile, integrate and logically present complex information from multiple sources Investigates new digital technologies and applications to manage and manipulate data

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIM601 Manage finances	BSBFIM601A Manage finances	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIM601 Manage finances

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

plan for financial management

read and review profit and loss statements, cash flows and aging summaries

prepare, implement and revise a budget which aligns with the business plan, is based on research and analysis of previous financial data and cash flow trends, and meets all compliance requirements

contribute to financial bids and estimates

establish a budget and allocate funds in accordance with statutory and organisational requirements

communicate with other people including:

reporting on financial activity and making recommendations

identifying and prioritising significant issues

ensuring managers and supervisors are clear about budgets.

analyse the effectiveness of existing financial management approaches including reviewing financial management software, managing risks of misappropriation of funds, ensuring systems are in place to record all transactions, maintaining an audit trail and complying with due diligence.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the requirements for financial probity

describe the principles of accounting and financial systems

explain Australian, international and local legislation and conventions that are relevant to financial management in the organisation

outline the requirements of the Australian Tax Office, including Goods and Services Tax, Company Tax, Pay As You Go.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial management field of work and include access to:

financial data

relevant legislation and Australian Tax Office requirements

examples of business plans, profit and loss statements, cash flows and aging summaries

organisational financial policies and procedures

financial management software.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFLM306 Provide workplace information and resourcing plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to support the information management system. It involves the identification, acquisition, initial analysis and use of appropriate workplace information.

It applies to individuals who use organisational and analytical skills to support business and resource planning processes. At this level, work will normally be carried out within known routines, methods and procedures, and may also involve a number of complex or non-routine activities that require some discretion and judgement.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Frontline Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Locate relevant information	1.1 Identify and locate information required by teams 1.2 Acquire and review information according to organisational procedures 1.3 Apply plans and procedures to obtain information which is not immediately available/accessible
2 Collect and report information	2.1 Collect information relevant to the needs of teams in an adequate and timely manner 2.2 Ensure information acquired is in a format suitable for analysis, interpretation and dissemination 2.3 Use information to identify and report relevant trends and developments to relevant personnel, within the limits of own role
3 Use information systems	3.1 Effectively use management information systems to store and retrieve data 3.2 Use available technology to manage information effectively 3.3 Report recommendations for improving information system to designated persons and/or groups
4 Support preparation of business plan and/or budgets	4.1 Effectively utilise the contribution of the work team when preparing business plans and/or budgets to gain support for outcomes 4.2 Present and record information to support preparation of business plans and/or budgets in accordance with organisation’s guidelines and requirements 4.3 Follow contingency plans when alternative action is required
5 Support preparation of resource proposals	5.1 Consult with colleagues to collect resource planning data as required 5.2 Report estimated resource needs and usage according to organisational requirements as necessary 5.3 Facilitate resourcing within limits of own role

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.3, 3.1, 4.2, 4.3, 5.2	Interprets information from a range of familiar texts including organisational policies and procedures
Writing	2.2, 2.3, 3.1, 3.3, 4.1, 4.2, 5.2	Uses appropriate vocabulary and formats to achieve precise meaning in a range of documentation
Oral Communication	2.3, 3.3, 4.1, 5.1	Provides information using terminology and style appropriate to context and audience Uses questioning and listening techniques to exchange and clarify information
Numeracy	1.1, 1.2, 2.1-2.3, 4.1, 4.2, 5.1, 5.2	Interprets and analyses numerical information to identify budgetary requirements
Navigate the world of work	1.2, 1.3, 4.2, 5.2	Adheres to organisational protocols and procedures and understands the nature and purpose of own role and associated responsibilities
Interact with others	3.3, 5.1	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Seeks to cooperate with others to achieve results in immediate work context
Get the work done	1.1, 1.3, 2.1, 2.2, 3.1-3.3, 4.1, 4.3, 5.1, 5.3	Takes responsibility for planning and organising tasks required to achieve required outcomes Makes routine decisions based on implementation of standard plans and procedures Collects and analyses information efficiently to develop recommendations for improvements and perform resourcing tasks Uses digital systems and tools to access, store and retrieve data and manage information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFLM306 Provide workplace information and resourcing plans	BSBFLM306C Provide workplace information and resourcing plans	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFLM306 Provide workplace information and resourcing plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use management information system to collect, store and retrieve data to support the preparation of business plans and/or budgets

involve the work team in planning and budget preparation

estimate resource needs and usage according to organisational requirements and allocating or acquiring resources within limits of own role.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe information contained in management information systems

discuss basic financial concepts relating to operational plans and budgets

list the main requirements of a business plan

outline data required to prepare resource proposals

outline methods to gain efficiencies in operational resource management.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others

business technology.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM405 Support the recruitment, selection and induction of staff

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to execute tasks associated with the recruitment cycle and apply in-depth knowledge of the work of the organisation, and how recruitment and selection practices fit with other human resources functions.

This unit applies to individuals who support recruitment, selection and induction functions under the direction of a human resource manager.

No licensing, legislative, or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan for recruitment	1.1 Obtain approval to fill position, clarify time lines and requirement for appointment 1.2 Assist in preparing job descriptions that accurately reflect the role requirements, according to organisational policies and procedures, legislation, codes, national standards and work health and safety (WHS) considerations 1.3 Consult with relevant personnel about job descriptions and workforce strategy 1.4 Assist in ensuring that job descriptions comply with legislative requirements and reflect the organisation's requirements for a diverse workforce 1.5 Obtain approvals to advertise position
2 Plan for selection	2.1 Choose appropriate channels and technology to advertise vacancies and/or identify potential talent pool 2.2 Advertise vacancies for staffing requirements according to organisational policies and procedures 2.3 Consult with relevant personnel to convene selection panel and develop interview questions 2.4 Assist in ensuring that interview questions comply with legislative requirements 2.5 Assist in short-listing applicants 2.6 Schedule interviews and advise relevant people of times, dates and venues
3 Support selection process	3.1 Participate in interview process and assess candidates against agreed selection criteria 3.2 Discuss assessment with other selection panel members 3.3 Correct biases and deviations from agreed procedures and negotiate for preferred candidate 3.4 Contact referees for referee reports 3.5 Prepare selection report and make recommendations to senior personnel for appointment 3.6 Advise unsuccessful candidates of outcomes and respond to any queries 3.7 Secure preferred candidate's agreement 3.8 Complete necessary documentation according to organisational procedures, observing confidentiality and privacy requirements
4 Induct successful candidate	4.1 Provide successful candidate with employment contract and other documentation 4.2 Advise manager and work team of new appointment 4.3 Advise managers and staff of candidate's starting date and make necessary administrative arrangements for pay and employee record keeping 4.4 Arrange successful candidate's induction according to organisational policy

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.4, 2.4, 2.5	Synthesises ideas, concepts and specific information from workplace and regulatory texts to inform development of workplace documents Evaluates information to make judgements
Writing	1.1, 1.2, 1.5, 2.2, 3.5, 3.6, 3.8, 4.2, 4.3	Produces a range of text types using specific information, workplace conventions and templates
Oral communication	1.1, 1.3, 1.5, 2.3, 2.5, 3.1-3.5. 3.7	Asks questions and listens carefully to gather, interpret or evaluate information Uses appropriate vocabulary to present ideas or persuasive arguments
Navigate the world of work	1.2, 1.4, 2.4, 3.3, 3.8, 4.1, 4.4	Applies workplace protocols, legislation or regulations relevant to own responsibilities
Interact with others	1.3, 2.3, 3.2, 3.3	Selects and uses appropriate conventions and protocols when communicating with personnel, candidates or referees Participates in conversations relevant to role responding, explaining, negotiating and persuading as required
Get the work done	2.1, 2.3, 2.6, 4.1, 4.3, 4.4	Selects and uses digital technology to access, enter, store and retrieve information in accordance with security requirements Takes responsibility for planning and implementing tasks for efficient and effective outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM405 Support the recruitment, selection and induction of staff	BSBHRM405A Support the recruitment, selection and induction of staff	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM405 Support the recruitment, selection and induction of staff

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare job descriptions

use job descriptions to support sourcing, selecting and appointing suitable staff

use different advertising channels to promote vacancies and/or establish a potential talent pool

consult with managers to gain approvals

develop selection criteria and interview questions in consultation with relevant personnel

schedule interviews and advise relevant people of times, dates and venues

participate in interviews and other selection techniques including assessing candidates against selection criteria to short list them

obtain referees' reports

prepare and distribute a selection report including feedback to give unsuccessful candidates

advise unsuccessful candidates of the results

secure preferred candidate’s agreement and provide an employment contract

advise other staff of the successful candidate and arrange induction.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify documentation required for recruitment, selection and induction

explain human resources life cycle and the place of recruitment and selection

identify legislation relevant to recruitment, selection and induction of staff

describe channels and technology to advertise vacancies

explain a range of interviewing techniques and other selection processes and their application.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

workplace policies and procedures

business technology

position descriptions

legislation, regulations, Codes and Standards relevant to staff recruitment, selection and induction

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM413 Support the learning and development of teams and individuals

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to determine individual and team development needs and to facilitate the development of the workgroup.

The unit applies to individuals with a broad knowledge of learning and development who apply their skills in addressing development needs to meet team objectives. They may have responsibility to provide guidance or to delegate aspects of tasks to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Technical Skills – Human Resources

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Contribute to needs development	1.1 Collect information on performance of team members from relevant sources 1.2 Identify individual and team learning and development needs in line with organisational requirements 1.3 Confirm learning plans meet individual and group training and development needs 1.4 Provide opportunities to individuals to selfevaluate performance and identify areas for improvement
2. Support implementation of learning and development	2.1 Develop collaborative learning plans to match skill needs of individuals and groups and match the competency standards relevant to the industry 2.2 Ensure learning delivery methods are relevant to the participants 2.3 Identify and coordinate workplace learning opportunities to facilitate individual and team achievement of competencies 2.4 Identify and manage resources and timelines relevant for learning activities according to organisational requirements
3. Monitor and evaluate workplace learning	3.1 Monitor learning plans to improve the efficiency and effectiveness of learning 3.2 Seek feedback from individuals or teams to identify and implement improvements in future learning arrangements 3.3 Assess and record outcomes and performance of individuals and teams to determine the effectiveness of development programs and the extent of additional development support 3.4 Document and maintain records and reports of competency according to organisational requirements

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

SKILL	DESCRIPTION
Learning	Uses structured approaches to set goals, monitor progress and adjust learning approaches for self and others Builds on knowledge and experience to facilitate interaction and learning with others
Reading	Analyses textual information from a range of sources to identify organisational requirements Analyses information from a range of sources to evaluate performance
Writing	Develops materials to suit the requirements of different roles and individuals in the organisation Maintains records using correct technical and organisational vocabulary
Oral Communication	Uses vocabulary appropriate to context and to establish a supportive and learning environment Uses listening and questioning techniques to confirm or show understanding of different perspectives Selects and uses appropriate conventions and protocols when communicating with co-workers in a range of work contexts
Self-management	Recognises and responds to explicit and implicit organisational procedures and protocols Understands how own role meshes with others and contributes to broader goals
Teamwork	Recognises the importance of building rapport to establish effective working relationships Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction Negotiates with others to achieve agreeable outcomes playing an active role in facilitating consensus in potentially contentious situations
Problem solving	Uses logical planning processes to organise, implement and monitor learning and development needs Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Evaluates outcomes of decisions to identify opportunities for improvement

Unit Mapping Information

Supersedes and is equivalent to BSBLED401 Develop teams and individuals.

Supersedes but is not equivalent to:

BSBFLM311 Support a workplace learning environment

BSBLED301 Undertake e-learning.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM413 Support the learning and development of teams and individuals

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

contribute to, facilitate and monitor learning and development for at least one team and for at least one individual.

In the course of the above, the candidate must:

collect data on team and individual and team development needs

collaboratively develop learning plans to match skill needs of individuals and groups

coordinate learning opportunities

give and receive feedback during the implementation of learning plans

monitor and review workplace learning plan implementation plans.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

facilitation techniques to support team development and improvement

organisational policies, plans and procedures for developing teams

career paths and competency standards relevant to the industry

key sources of information relevant to inform development needs

key features of learning and development methods.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

learning and development plans, policies and procedures.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM506 Manage recruitment selection and induction processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage all aspects of recruitment selection and induction processes in accordance with organisational policies and procedures.

It applies to individuals or human resource personnel who take responsibility for managing aspects of selecting new staff and orientating those staff in their new positions. It is not assumed that the individual will be directly involved in the selection processes themselves, although this may well be the case.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop recruitment, selection and induction policies and procedures	1.1 Analyse strategic and operational plans and policies to identify relevant policies and objectives 1.2 Develop recruitment, selection and induction policies and procedures and supporting documents 1.3 Review options for technology to improve efficiency and effectiveness of recruitment and selection process 1.4 Obtain support for policies and procedures from senior managers 1.5 Trial forms and documents supporting policies and procedures and make necessary adjustments 1.6 Communicate policies and procedures to relevant staff and provide training if required
2 Recruit and select staff	2.1 Determine future human resource needs in collaboration with relevant managers and sections 2.2 Ensure current position descriptors and person specifications for vacancies are used by managers and others involved in recruitment, selection and induction processes 2.3 Provide access to training and other forms of support to all persons involved in recruitment and selection process 2.4 Ensure advertising of vacant positions complies with organisational policy and legal requirements 2.5 Utilise specialists where necessary 2.6 Ensure selection procedures are in accordance with organisational policy and legal requirements 2.7 Ensure processes for advising applicants of selection outcome are followed 2.8 Ensure job offers and contracts of employment are executed promptly, and new appointments are provided with advice about salary, terms and conditions
3 Manage staff induction	3.1 Provide access to training and ongoing support for all persons engaged in staff induction 3.2 Check induction processes are followed across the organisation 3.3 Oversee management of probationary employees and provide them with feedback until their employment is confirmed or terminated 3.4 Obtain feedback from participants and relevant managers on extent induction process is meeting its objectives 3.5 Make refinements to induction policies and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.2, 2.4, 2.6, 2.7	Critically evaluates and applies content from a range of complex texts to determine legislative and business requirements
Writing	1.2-1.6, 2.1, 3.3-3.5	Demonstrates clear writing skills by selecting appropriate conventions and to express precise meaning relevant to context and audience
Oral Communication	1.4, 1.6, 2.1, 2.3, 3.3, 3.4	Draws on a repertoire of open questioning and active listening when seeking feedback from others Uses appropriate terminology and non-verbal features to present information and clarify understanding
Numeracy	2.8	Analyses numerical information to determine employees’ remuneration packages Makes basic calculations to ensure work output is delivered in a timely manner
Navigate the world of work	1.1, 1.2, 1.5, 1.6, 2.4, 2.6	Understands and adheres to relevant organisational policies and procedures Develops or updates organisational policies to meet organisational objectives Considers own role in terms of its contribution to broader goals of work environment
Interact with others	1.4, 1.6, 2.1-2.3, 2.5, 2.7, 2.8, 3.1, 3.3, 3.4	Seeks expert advice and skills training where required Selects appropriate mode of communication for a specific purpose relevant to own role Uses effective communication skills to liaise with a range of people across the organisation
Get the work done	1.1-1.3, 1.5, 1.6, 2.1, 2.3, 2.7, 2.8, 3.1, 3.2, 3.3	Plans and implements tasks required to deliver timely outcomes, negotiating some key aspects with others Monitors implementation of plans and adjusts as necessary Considers whether and how often others should be involved, using consultative or collaborative processes as an integral part of the decision-making process Analyses outcomes of decisions to identify improvement opportunities Actively identifies systems, devices and applications with potential to meet current and future needs

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM506 Manage recruitment selection and induction processes	BSBHRM506A Manage recruitment selection and induction processes	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM506 Manage recruitment selection and induction processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop or critically analyse a policy and procedures framework for recruitment, selection and induction

identify the need for recruitment

prepare and oversee appropriate documentation required for recruitment

select and advise job applicants appropriately

manage the induction process

comply with relevant legislation and organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe recruitment and selection methods, including assessment centres

explain the concept of outsourcing

describe the purpose of employee contracts and industrial relations

summarise relevant legislation, regulations, standards and codes of practice that may affect recruitment, selection and induction

explain why terms and conditions of employment are an important aspect of recruitment

explain the relevance of psychometric and skills testing programs to recruitment.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

an appropriate range of documentation and resources normally used in the workplace

relevant organisational policies and procedures

relevant legislation, regulations and codes of practice

business technology.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM512 Develop and manage performance management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and facilitate implementation of performance management processes and to coordinate individual or group learning and development to encourage effective employee performance.

This unit applies to individuals who are authorised to establish effective performance management processes for an organisation and who may have staff reporting to them.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop integrated performance-management processes	1.1 Analyse organisational strategic and operational plans to identify relevant policies and objectives to be addressed in integrated performance-management processes 1.2 Develop objectives for performance-management processes to support organisational strategy and goals and to build organisational capability 1.3 Design methods and processes for line managers to develop key performance indicators for those reporting to them 1.4 Develop organisational timeframes and processes for formal performance-management sessions 1.5 Ensure performance-management processes are flexible enough to cover the range of the organisation's employment situations 1.6 Consult with key stakeholders about the processes and agree on process features 1.7 Gain support for implementation of the performance-management processes
2 Facilitate the implementation of performance-management processes	2.1 Train relevant groups and individuals to monitor performance, identify performance gaps, provide feedback and manage talent 2.2 Work with line managers to ensure that performance is monitored regularly and that intervention occurs as required and complies with organisational policies and legal requirements 2.3 Support line managers to counsel and discipline employees who continually perform below standard 2.4 Articulate dispute resolution processes where necessary, mediating between line managers and employees 2.5 Provide support to terminate employees who fail to respond to interventions according to organisational protocols and legislative requirements 2.6 Ensure recorded outcomes of performance-management sessions are accessible and stored securely, according to organisational policy 2.7 Regularly evaluate and improve all aspects of performance-management processes in keeping with organisational objectives and policies
3 Coordinate individual or group learning and development	3.1 Design and develop learning and development plans and strategies to encourage effective employee performance 3.2 Deliver learning and development plans according to agreed timeframes, ensuring achievement of specified outcomes 3.3 Contract appropriate providers for performance development, as identified by plans and according to organisational policy 3.4 Monitor learning and development activities to ensure compliance with quality assurance standards 3.5 Negotiate remedial action with providers, where necessary 3.6 Generate reports to advise appropriate managers on progress and success rates of activities

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1	Interprets and critically analyses organisational strategic and operational plans to identify relevant policies and objectives to be addressed
Writing	1.2, 1.3, 1.4, 3.1, 3.6	Uses broad vocabulary, grammatical structure and conventions appropriate to text when developing objectives, designing methods and processes and reporting
Oral communication	1.6, 2.1, 2.2, 2.4, 3.5	Conveys information using language, format and style appropriate to a specific audience Uses listening and questioning to extract main ideas from oral texts or to confirm and clarify understanding
Numeracy	3.6	Selects from, and applies, mathematical and problem solving strategies when reporting on success rates of activities
Navigate the world of work	1.1, 1.2, 2.5, 2.6, 2.7, 3.3, 3.4	Understands and interprets organisational policies and procedures in order to formulate processes relevant to own role requirements Monitors adherence to legal and regulatory rights and responsibilities for self and possibly others
Interact with others	1.6, 1.7, 2.1, 2.2, 2.3, 2.4, 3.5	Selects and implements appropriate communication protocols to liaise with personnel in a range of work contexts Supports line managers to achieve goals, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion Negotiates with others to achieve agreeable outcomes playing an active role in facilitating consensus in contentious situations
Get the work done	1.1-1.7, 2.1-2.7, 3.2, 3.3, 3.4	Takes responsibility for developing, implementing and monitoring processes and strategies to manage performance Accepts responsibility for planning, scheduling and sequencing complex tasks to meet organisational and legislative requirements Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information, and identifying and evaluating options against agreed criteria Uses digital systems and tools to store, access and organise digital information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM512 Develop and manage performance-management processes	BSBHRM512A Develop and manage performance management processes	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM512 Develop and manage performance management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop, implement, monitor and review an organisational performance management process which supports business goals including analysing the organisational strategic and operational plan

design methods for the development of key performance indicators and formal performance management sessions by line managers

consult with stakeholders to gain support

design, develop, coordinate and implement individual and group learning and development

train line managers and other relevant people to manage performance

provide support to line managers to effectively manage performance issues, including dispute resolution and termination of employment

develop approaches to improve performance and address identified performance gaps.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list characteristics of a learning organisation

outline policies and legislation relevant to performance management

summarise grievance procedures

explain models for giving feedback and options for skill development

describe options in the design of performance management processes

outline role of performance management in relation to broader human resources and business objectives.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

organisational strategic and operational plans

workplace policies and procedures

relevant legislation, regulations and codes of practice

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM513 Manage workforce planning

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage planning in relation to an organisation's workforce including researching requirements, developing objectives and strategies, implementing initiatives and monitoring and evaluating trends.

It applies to individuals who are human resource managers or staff members with a role in a policy or planning unit that focuses on workforce planning.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Research workforce requirements	1.1 Review current data on staff turnover and demographics 1.2 Assess factors that may affect workforce supply 1.3 Establish the organisation's requirements for a skilled and diverse workforce
2 Develop workforce objectives and strategies	2.1 Review organisational strategy and establish aligned objectives for modification or retention of the workforce 2.2 Consider strategies to address unacceptable staff turnover, if required 2.3 Define objectives to retain required skilled labour 2.4 Define objectives for workforce diversity and cross-cultural management 2.5 Define strategies to source skilled labour 2.6 Communicate objectives and rationale to relevant stakeholders 2.7 Obtain agreement and endorsement for objectives and establish targets 2.8 Develop contingency plans to cope with extreme situations
3 Implement initiatives to support workforce planning objectives	3.1 Implement action to support agreed objectives for recruitment, training, redeployment and redundancy 3.2 Develop and implement strategies to assist workforce to deal with organisational change 3.3 Develop and implement strategies to assist in meeting the organisation's workforce diversity goals 3.4 Implement succession planning system to ensure desirable workers are developed and retained 3.5 Implement programs to ensure workplace is an employer of choice
4 Monitor and evaluate workforce trends	4.1 Review workforce plan against patterns in exiting employee and workforce changes 4.2 Monitor labour supply trends for areas of over or undersupply in the external environment 4.3 Monitor effects of labour trends on demand for labour 4.4 Survey organisational climate to gauge worker satisfaction 4.5 Refine objectives and strategies in response to internal and external changes and make recommendations in response to global trends and incidents 4.6 Regularly review government policy on labour demand and supply 4.7 Evaluate effectiveness of change processes against agreed objectives

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.3, 2.1, 4.6	Interprets and critically analyses organisational strategy and data on staff turnover and demographics
Writing	1.3, 2.1, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.2, 3.3, 4.5	Uses broad vocabulary, grammatical structure and conventions appropriate to audience and context to develop strategies, plans or reports
Oral communication	2.6, 2.7	Conveys information using language, format and style appropriate to a specific audience
Numeracy	4.2, 4.3, 4.4	Extracts and evaluates the mathematical information and applies mathematical and problem-solving strategies when monitoring labour trends and surveying organisational climate
Navigate the world of work	2.1, 2.7, 3.2, 3.3	Understands and interprets organisational goals r to develop processes, objectives or strategies relevant to own role requirements
Interact with others	2.6, 2.7	Selects and implements appropriate communication protocols to liaise with personnel in a range of work contexts
Get the work done	1.1, 2.1, 2.8, 3.1 -3.5, 4.1- 4.7	Sequences and schedules complex activities, monitors implementation and manages relevant communication when researching requirements and developing workforce objectives and strategies Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into account when assessing factors affecting workforce supply Anticipates potential problems and uses analytical or lateral thinking processes to formulate contingency plans Uses a range of digital tools to collect data, and to extract, organise and share information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM513 Manage workforce planning	BSBHRM513A Manage workforce planning	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM513 Manage workforce planning

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

review and interpret information from a range of internal and external sources to identify:

current staff turnover and demographics

labour supply trends factors that may affect workforce supply

organisation's workforce requirements objectives and strategies

manage workforce planning including developing, implementing, monitoring and reviewing strategies to meet workforce needs

review relevant trends and supply and demand factors that will impact on an organisation's workforce

develop a workforce plan that includes relevant research and specific strategies to ensure access to a skilled and diverse workforce.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain current information about external labour supply relevant to the specific industry or skill requirements of the organisation

outline industrial relations relevant to the specific industry

describe labour force analysis and forecasting techniques.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

an appropriate range of documentation and resources normally used in the workplace

organisational strategic and operational plans

organisational policies and procedures

business technology.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM602 Manage human resources strategic planning

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop, implement and maintain a strategic approach to managing human resources in an organisation ensuring that the organisation has the structure and staff to meet current and foreseeable business and performance objectives

It applies to individuals employed as human resource managers after a firm grounding has been established in a range of human resource activities.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Research planning requirements	1.1 Analyse strategic plans to determine human resource strategic direction, objectives and targets 1.2 Undertake additional environmental analysis to identify emerging practices and trends that may impact on human resource management in the organisation 1.3 Identify future labour needs, skill requirements and options for sourcing labour supply 1.4 Consider new technology and its impact on job roles and job design 1.5 Review recent and potential changes to industrial and legal requirements
2 Develop human resource strategic plan	2.1 Consult relevant managers about their human resource preferences 2.2 Agree on human resource philosophies, values and policies with relevant managers 2.3 Develop strategic objectives and targets for human resource services 2.4 Examine options for the provision of human resource services and analyse costs and benefits 2.5 Identify appropriate technology and systems to support agreed human resource programs and practices 2.6 Write a strategic human resource plan and obtain senior management support for the plan 2.7 Develop risk management plans to support the strategic human resource plan
3 Implement human resource strategic plan	3.1 Work with others to see that the plan is implemented 3.2 Monitor and review the plan 3.3 Adapt plan should circumstances change 3.4 Evaluate and review performance against plan objectives

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.3, 1.5, 2.1-2.7, 3.2, 3.3, 3.4	Organises, evaluates and applies content from a range of structurally complex texts relating to human resource strategic planning
Writing	1.1, 1.2, 1.3, 2.1 - 2.7, 3.3, 3.4	Communicates complex ideas relating to strategic objectives, matching style of writing to purpose and audience
Oral Communication	2.1, 2.2, 2.6, 3.1	Establishes and maintains complex and effective spoken communications in a broad range of contexts with relevant managers to determine resources preferences, philosophies and values.
Numeracy	1.1, 2.4, 2.6, 2.7	Selects and interprets mathematical information that may be embedded in a range of tasks and texts to analyse costs and benefits as well as dealing with budgets and risk management plans
Navigate the world of work	1.2, 1.5	Ensures knowledge of legislative requirements and products is kept up to date in order to provide accurate information Develops and implements strategies that ensure organisational policies, procedures and regulatory requirements are being met
Interact with others	2.1, 2.2, 2.6, 3.1	Selects and uses appropriate conventions and protocols when communicating with managers at various levels Participates in conversations relevant to role responding, explaining, negotiating and persuading as required
Get the work done	1.1-1.4, 2.3-2.7, 3.2-3.4	Sequences and schedules complex activities, monitors implementation and manages relevant communication when developing the strategic plan Makes a range of critical and non-critical decisions in relatively complex situations, analysing data and taking a range of factors into account when researching planning requirements and developing the plan Gathers and analyses data and seeks feedback to improve plans and processes Uses digital technologies to manage business operations and actively investigates new technologies for strategic and operational purposes

Range of Conditions

This section specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Options for sourcing labour supply must include consideration of:	employing a range of recruitment options hiring casual labour hiring new graduates or trainees employing off shore workers outsourcing using contractors or consultants.
Human resource plan must include:	budget priorities objectives timeframes.

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM602 Manage human resource strategic planning	BSBHRM602B Manage human resources strategic planning	Updated to meet Standards for Training Packages Minor change to unit title	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM602 Manage human resources strategic planning

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse information from a range of internal and external sources to determine:

human resource strategic direction, objectives and targets

trends and emerging practices that may have an impact on human resource management

relevant technology

recent and potential changes to industrial and legal requirements

future labour needs and skills requirements

options for sourcing labour

organisation’s preferences regarding human resources

consult and communicate effectively with relevant stakeholders to develop, implement, monitor and review a strategic human resource plan including:

budget

priorities

agreed objectives, targets, programs and practices based on cost-benefit analysis

timeframes

risk management

evaluation against objectives.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe human resource practices and functions

explain the relevant legislative, regulatory and industrial requirements for the business

outline common options for sourcing labour including:

recruitment options

casual labour

new graduates or trainees

off shore workers

outsourcing

contractors

consultants

explain the impact of technology on job roles

outline labour market options for sourcing labour supply

describe the requirements of a strategic plan.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

relevant legislation, regulations and codes of practice

the business strategic and operational plan

workplace policies and procedures

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINM201 Process and maintain workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to collect, process and store, and maintain workplace information and systems. It also includes the maintenance of filing and records systems.

It applies to individuals who perform a range of routine tasks in the workplace, using a limited range of practical skills and fundamental knowledge of information and information systems in a defined context, under direct supervision or with limited individual responsibility.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Information Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Collect information	1.1 Collect information in a timely manner and ensure it is relevant to organisational needs 1.2 Use business equipment/technology available in the work area to effectively obtain information 1.3 Apply organisational requirements relating to security and confidentiality in handling information
2 Process workplace information	2.1 Use business equipment/technology to process information in accordance with organisational requirements 2.2 Process information in accordance with defined timeframes, guidelines and procedures 2.3 Update, modify and file information in accordance with organisational requirements 2.4 Collate and despatch information in accordance with specified timeframes and organisational requirements
3 Maintain information systems	3.1 Maintain information and filing systems in accordance with organisational requirements 3.2 Identify, remove and/or relocate inactive or dead files in accordance with organisational requirements 3.3 Establish and assemble new files in accordance with organisational requirements 3.4 Update reference and index systems in accordance with organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.4, 3.1-3.4	Recognises and interprets textual information to complete tasks according to organisational requirements
Writing	1.3, 2.1-2.4, 3.4	Records simple and routine content using an established format to organise information
Oral Communication	1.1, 1.2	Uses listening and questioning skills to clarify and adhere to requirements
Numeracy	2.2, 2.4, 3.4	Comprehends basic mathematical measurements relating to times and number sequences
Navigate the world of work	1.3, 2.1, 2.3, 2.4, 3.1-3.4	Recognises organisational procedures and understands relevance of legislative requirements
Get the work done	1.1-1.3, 2.1, 2.2, 2.4, 3.1-3.3	Follows clearly defined instructions and monitors own progress to achieve timelines Solves problems directly related to tasks, and makes low-impact decisions Uses digital technologies following instructions regarding data entry and retrieval

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINM201 Process and maintain workplace information	BSBINM201A Process and maintain workplace information	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINM201 Process and maintain workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

collect and process workplace information according to organisational policies and procedures and related regulatory requirements

record and document information accurately within expected timeframes

store, classify and maintain documents and records correctly.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify key provisions of relevant legislation, regulations, standards and codes of practice that may affect information management

outline organisational policies and procedures relating to collecting and processing workplace information

identify and describe organisational recordkeeping/filing systems and security procedures

describe a range of filing systems including paperbased and softwarebased.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – information management field of work and include access to:

office equipment and resources

examples of workplace information systems.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINM301 Organise workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to gather, organise and apply workplace information in the context of an organisation’s work processes and knowledge management systems.

It applies to individuals who perform a defined range of skilled operations in various work contexts. They may exercise discretion and judgement using appropriate knowledge of information management to provide technical advice and support to a team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Information Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Collect and assess information	1.1 Access product and service information in accordance with organisational requirements 1.2 Ensure methods of collecting information are reliable and make efficient use of available time and resources 1.3 Assess information for clarity, accuracy, currency and relevance to intended tasks 1.4 Use interpersonal skills to access relevant information from teams and individuals
2 Organise information	2.1 Organise information in a format suitable for analysis, interpretation and dissemination in accordance with organisational requirements 2.2 Use appropriate technology/systems to maintain information in accordance with organisational requirements 2.3 Collate information and materials and communicate to relevant designated persons 2.4 Identify difficulties organising and accessing information and solve collaboratively with individuals and team members 2.5 Update and store information in accordance with organisational requirements and systems
3 Review information needs	3.1 Actively seek feedback on clarity, accuracy and sufficiency of information to ensure relevance of information and system 3.2 Review the contribution of information to decision making and implement appropriate modifications to collection processes 3.3 Identify future information needs and incorporate modifications to collection processes 3.4 Document future information needs and incorporate in modifications to reporting processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.3, 2.5, 3.2	Recognises and assesses textual information to complete tasks according to requirements
Writing	2.1, 2.2, 2.3, 2.5, 3.1, 3.4	Completes workplace records, forms and documentation accurately using correct format, accurate spelling and grammar and terminology specific to requirements
Oral Communication	1.4, 2.3, 2.4, 3.1	Elicits the view and opinions of others and obtains information by listening and questioning Participates in a verbal exchange of ideas/solutions using clear language to contribute information and convey issues
Navigate the world of work	1.1, 2.1, 2.5	Understands rights and responsibilities and complies with explicit policies and procedures and legal and regulatory requirements
Interact with others	1.4, 2.3, 2.4, 3.1	Identifies and follows accepted communication practices and protocols Complies with work instructions and contributes to work group discussions using accepted conventions
Get the work done	1.1, 1.2, 2.1, 2.2, 2.4, 3.2, 3.3	Plans and implements routine tasks and workload making decisions about sequencing and timing Makes low impact decisions within familiar situations, based on a range of predefined or routine solutions, and evaluates the effectiveness of the outcome Uses digital technology to access and record information and to communicate with others

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINM301 Organise workplace information	BSBINM301A Organise workplace information	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINM301 Organise workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

efficiently and effectively gather, assess, organise and use workplace information as part of own job role

provide accurate information for defined purposes

maintain and handle data and documents systematically

use business technology to manage information

communicate with colleagues and clients using effective interpersonal skills to obtain and check workplace information

apply relevant legislation and regulations to workplace information

monitor, review and modify information processes.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how legislation and regulations may affect the gathering organising and distribution of workplace information

describe methods for checking validity of information and its sources

describe organisational recordkeeping and filing systems, security procedures and safe recording practices

identify workplace policies and procedures relating to workplace information.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – information management field of work and include access to:

business technology

workplace policies and procedures

relevant legislation and codes of practice

office equipment and resources

examples of information documents found in the workplace

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINM401 Implement workplace information system

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement and review the workplace information system. It involves the identification, acquisition, initial analysis and use of appropriate information which plays a significant part in the organisation’s effectiveness.

It applies to individuals whose work will normally be carried out within routine and non-routine methods and procedures which require planning and evaluation, leadership and guidance of others, and some discretion and judgement.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Information Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify and source information needs	1.1 Determine and locate information required by teams 1.2 Acquire and review information held by the organisation to determine suitability, accessibility, currency and reliability according to organisational policies
2 Collect, analyse and report information	2.1 Collect information, which is adequate and relevant to the needs of teams, in a timely manner 2.2 Ensure information is in a format suitable for analysis, interpretation and dissemination 2.3 Analyse information to identify and report relevant trends and developments in terms of the needs for which it was acquired
3 Implement information systems	3.1 Implement management information systems effectively to store, retrieve and regularly review data for decision making purposes 3.2 Use technology available in the work area to manage information effectively 3.3 Submit recommendations for improving the information system to designated persons and/or groups
4 Prepare for information system changes	4.1 Collect information about information system future needs in consultation with colleagues, including those who have a specialist role in resource management 4.2 Ensure estimates of information system future needs reflect the organisation’s business plans, and customer and supplier requirements 4.3 Support proposals to secure resources by clearly presenting submissions that describe realistic options, benefits, costs and outcomes 4.4 Prepare team members to work with new technology and information system changes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4	Critically analyses complex documentation from a variety of sources and consolidates information relating to specific criteria to determine requirements
Writing	1.2, 2.1, 2.3, 3.1, 3.3, 4.1, 4.2, 4.3, 4.4	Develops material for a specific audience using clear and detailed language in order to convey explicit information, requirements and recommendations
Oral Communication	1.1, 3.3, 4.1, 4.3, 4.4	Uses active listening and questioning and reading of verbal and non-verbal signals to convey and clarify information and to confirm understanding
Numeracy	4.1-4.3	Selects from and uses a variety of developing mathematical and problem solving strategies to ensure estimates of information reflect the business plan and staff requirements
Navigate the world of work	1.2	Takes responsibility for following policies, procedures and legislative requirements and identifies organisational implications of new legislation or regulation
Interact with others	1.1, 3.3, 4.1, 4.3, 4.4	Selects and uses appropriate conventions and protocols when communicating with clients and co-workers in a range of work contexts Cooperates with others and contributes to work practices where joint outcomes are expected and deadlines are to be met
Get the work done	1.1, 1.2, 2.1, 2.3, 3.1, 3.2, 4.1, 4.2	Takes responsibility for planning, sequencing and prioritising tasks and own workload for efficiency and effective outcomes Contributes to continuous improvement of current work practices by applying basic principles of analytical thinking Uses familiar digital technologies and systems to access, enter, present and communicate data and information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINM401 Implement workplace information system	BSBINM401A Implement workplace information system	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINM401 Implement workplace information system

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify, source and analyse information to determine

information system needs

whether it is fit for purpose

trends and developments

implement and review the workplace information system

review a workplace information system and prepare and present a submission recommending improvements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the information systems that are, or should be, available in the workplace

explain the information management systems and technology typically associated with the workplace including:

budgets and financial management systems

customer information software or records

databases

personal digital assistant (PDA)

product and service information

project management software

record management systems

spreadsheets.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – information management field of work and include access to:

business technology

a workplace information system

workplace policies and procedures.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINM601 Manage knowledge and information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and maintain information processing systems to support decision making; and to optimise the use of knowledge and learning throughout the organisation.

It applies to individuals who are responsible for ensuring that critical knowledge and information are readily available to review the organisation’s performance and to ensure its effective functioning. It applies to a wide range of knowledge and information such as business performance data, customer feedback, statistical data and financial data.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Information Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Obtain information relevant to business issues	1.1 Review staff and customer feedback and business performance data 1.2 Identify, define and analyse business problems and issues 1.3 Identify information required to reach a decision on problems/issues 1.4 Source and gather reliable information 1.5 Test information for reliability and validity and reject where contradictory or ambiguous 1.6 Utilise formal and informal networks to access corporate knowledge/memory not held in formal systems and review appropriately
2 Analyse information and knowledge	2.1 Ensure objectives for analyses are clear, relevant and consistent with the decisions required 2.2 Identify patterns and emerging trends correctly and interpret as to cause and effect 2.3 Utilise statistical analyses and interpretation where appropriate 2.4 Undertake sensitivity analysis on any proposed options 2.5 Ensure documentation reflects a logical approach to the evaluation of the evidence and conclusions drawn 2.6 Adjust management information systems/decision support systems to meet information processing objectives
3 Take decisions on business issues identified	3.1 Ensure sufficient valid and reliable information/evidence is available to support a decision 3.2 Utilise risk management plans to determine acceptable courses of action 3.3 Utilise appropriate quantitative methods to assist decision making 3.4 Consult specialists and other relevant groups and individuals 3.5 Ensure decisions taken are within the delegation/accountability of the group/individual responsible 3.6 Make decisions in accordance with organisational guidelines and procedures 3.7 Ensure decisions taken are consistent with organisational objectives, values and standards 3.8 Ensure decisions are taken in a timely manner
4 Disseminate information to the organisation	4.1 Ensure advice/information needs are documented and are specific to location, format and time line requirements 4.2 Document information and update databases regularly 4.3 Design and test systems to meet information requirements of decision makers 4.4 Ensure information is uptodate, accurate, relevant and sufficient for the recipient 4.5 Develop communication plans and disseminate information 4.6 Adhere to confidentiality/privacy policies in the transmission/release of information/advice 4.7 Review and update communication plans regularly 4.8 Utilise technology which provides optimum efficiency and quality 4.9 Maintain corporate knowledge and ensure security

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.6, 2.1-2.6, 3.1, 3.2, 3.3, 4.1-4.9	Organises, evaluates and critiques ideas and information from a wide range of complex texts. Draws on a broad range of strategies to build and maintain understanding throughout complex texts.
Writing	1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.4, 2.5, 2.6, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5, 4.7, 4.9	Generates complex written texts, demonstrating control over a broad range of writing styles and purpose Demonstrates sophisticated writing skills by selecting appropriate conventions and stylistic devices to express precise meaning
Oral Communication	1.6, 3.4, 4.5	Encourages discussions and applies appropriate listening and questioning techniques while consulting with specialists and other relevant personnel Presents complex information in formal situations using language, tone and pace appropriate for the audience and purpose
Numeracy	1.1, 1.2, 1.5, 2.2-2.4, 3.1, 3.3, 4.3	Uses highly-developed numeracy skills to interpret complex statistical and researched information, performing calculations on data to render it usable and reportable
Navigate the world of work	2.6, 3.6, 3.7	Works autonomously making high level decisions to achieve and improve organisational goals Takes a lead role in the development of organisational goals, roles and responsibilities Develops and implements strategies that ensures organisational policies, procedures and regulatory requirements are being met Monitors and reviews the organisations policies, procedures and adherence to legislative requirements in order to implement and manage change
Interact with others	1.6, 3.4, 4.5, 4.6	Uses a variety of relevant communication tools and strategies to access and share information and to build and maintain effective working relationships
Get the work done	1.1-1.5, 2.1, 2.2, 2.4-2.6, 3.1-3.3, 3.6-3.8, 4.1, 4.3-4.5, 4.7, 4.8, 4.9	Plans and manages activities with implications for the whole organisation Gathers and analyses data and seeks feedback to improve plans and processes Makes high impact decisions, analysing input from a range of sources and, where appropriate, drawing on experience Explores new and innovative ideas through analysis and critical thinking Uses digital technologies to manage business operations and actively investigates new technologies for strategic and operational purposes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINM601 Manage knowledge and information	BSBINM601A Manage knowledge and information	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINM601 Manage knowledge and information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

source and analyse information for business decisions including:

identifying business problems and issues and related knowledge and data requirements

confirming the clear and relevant objectives for analysis of information

applying statistical analysis, sensitivity analysis and other techniques to draw conclusions relevant to decisions

ensuring sufficient valid and reliable information or evidence is available to support decisions

using formal and informal networks to source information not held in formal systems

identifying and accessing sources of reliable information

using technology as appropriate

consultation with stakeholders and specialists

contribute information and the outcomes of analysis to decision making

disseminate information to relevant groups and individuals including:

documenting information and updating databases

meeting identified needs of recipients

adhering to legal and organisational requirements for privacy and security

developing and implementing communication plans

design, test and adjust information systems to meet needs and objectives including:

management information systems and decision support systems

use of technology for optimum efficiency and quality

storage and retrieval of information.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

give examples of existing and emerging technologies and how they can be used in knowledge and information management

explain statistical analysis and other quantitative methods commonly used in decision making including several of:

correlation calculations

long-term trend analyses

probability assessment

regulation analyses

short to medium-term trend analyses

dynamic programming

linear programming

queuing theory

simulation

transportation methodology

outline the key features of management information systems and decision support systems

explain how to utilise risk management plans to determine acceptable courses of action.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – information management field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

relevant technology and equipment

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINN301 Promote innovation in a team environment

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to be an effective and proactive member of an innovative team.

It applies to individuals who play a proactive role in demonstrating, encouraging or supporting innovation in a team environment. The individual may be a team participant or a team leader. Teams may be formal or informal and may comprise a range of personnel.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Creativity and Innovation – Innovation

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Create opportunities to maximise innovation within the team	1.1 Evaluate and reflect on what the team needs and wants to achieve 1.2 Check out information about current or potential team members’ work in the context of developing a more innovative team 1.3 Bring people into the team or make suggestions for team members based on what needs to be achieved and the potential for cross fertilising ideas 1.4 Acknowledge, respect and discuss the different ways that people may contribute to building or enhancing the team
2 Organise and agree effective ways of working	2.1 Jointly establish ground rules for how the team will operate 2.2 Agree and communicate responsibilities in ways that encourage and reinforce teambased innovation 2.3 Agree and share tasks and activities to ensure the best use of skills and abilities within the team 2.4 Plan and schedule activities to allow time for thinking, challenging and collaboration 2.5 Establish personal reward and stimulation as an integral part of the team’s way of working
3 Support and guide colleagues	3.1 Model behaviour that supports innovation 3.2 Seek external stimuli and ideas to feed into team activities 3.3 Proactively share information, knowledge and experiences with other team members 3.4 Challenge and test ideas within the team in a positive and collaborative way 3.5 Proactively discuss and explore ideas with other team members on an ongoing basis
4 Reflect on how the team is working	4.1 Debrief and reflect on activities and on opportunities for improvement and innovation 4.2 Gather and use feedback from within and outside the team to generate discussion and debate 4.3 Discuss the challenges of being innovative in a constructive and open way 4.4 Take ideas for improvement, build them into future activities and communicate key issues to relevant colleagues 4.5 Identify, promote and celebrate successes and examples of successful innovation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 4.2	Interprets and analyses textual information, from a wide range of sources, to identify information relevant to team activities
Writing	2.2, 3.3, 4.4	Uses clear language and formats appropriate for the audience to highlight and present specific information
Oral Communication	1.2, 1.3, 1.4, 2.1, 2.2, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5	Actively participates in verbal exchanges of ideas and elicits the views and opinions of team members by listening and questioning Uses clear language to clarify rules and roles relating to team activities in formal and informal situations
Numeracy	1.2, 4.2	Interprets numeric information relevant to team activities
Navigate the world of work	1.1, 3.1, 3.2, 3.5	Understands the nature and purpose of own role and how it affects others in the work context
Interact with others	1.1-1.4, 2.1, 2.2, 3.1, 3.2, 3.4, 3.5, 4.1, 4.2, 4.4, 4.5	Uses inclusive techniques to initiate, contribute and promote discussion amongst potentially diverse team members Recognises the importance of establishing and building effective working relationships Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.3, 1.4, 2.2, 2.4, 2.5, 3.2, 3.4, 4.2, 4.4, 4.5	Plans, sequences and prioritises tasks for efficient and effective outcomes Contributes to continuous improvement of current work practices by applying basic principles of analytical and lateral thinking Uses problem-solving processes to address less predictable problems, and when appropriate, seeking input from others Reflects on outcomes and further explores own and the team’s role in implementing innovation

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINN301 Promote innovation in a team environment	BSBINN301A Promote innovation in a team environment	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINN301 Promote innovation in a team environment

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

apply practices that promote innovation within a team including:

modelling open and respectful communications

contributing to the make-up and rules of the team

planning and scheduling of activities

reflecting on activities, feedback and challenges to identity improvement options

encourage others to contribute to innovation in the team

implement improvements and communicate about them.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain what innovation is, the different types of innovation and the benefits of innovation

describe the internal and external factors that contribute to a team becoming and remaining innovative including:

team characteristics

the role of group dynamics and diversity

broader environmental factors

explain how activities can encourage or hinder innovation in a team including:

allocation of time and activities

modelling behaviour

rewards and recognition

communications

feedback.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the creativity and innovation and include access to:

workplace documents

case studies and, where possible, real situations

office equipment and resources

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINN601 Lead and manage organisational change

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes skills and knowledge required to determine strategic change requirements and opportunities; and to develop, implement and evaluate change management strategies.

It applies to managers with responsibilities that extend across the organisation or across significant parts of a large organisation. They may have a dedicated role in human resources management, human resources development, or work in a strategic policy or planning area.

The unit takes a structured approach to change management and applies to people with considerable work experience and organisational knowledge.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Creativity and innovation – innovation

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify change requirements and opportunities	1.1 Identify strategic change needs through an analysis of organisational objectives 1.2 Review existing policies and practices against strategic objectives to identify where changes are required 1.3 Monitor the external environment to identify events or trends that impact on the achievement of organisational objectives 1.4 Identify major operational change requirements due to performance gaps, business opportunities or threats, or management decisions 1.5 Review and prioritise change requirements or opportunities with relevant managers 1.6 Consult stakeholders, specialists and experts to assist in the identification of major change requirements and opportunities
2 Develop change management strategy	2.1 Undertake cost-benefit analysis for high priority change requirements and opportunities 2.2 Undertake risk analysis and apply problem solving and innovation skills to identify barriers to change and agree and record mitigation strategies 2.3 Develop change management project plan 2.4 Obtain approvals from relevant authorities to confirm the change management process 2.5 Assign resources to the project and agree reporting protocols with relevant managers
3 Implement change management strategy	3.1 Develop communication or education plan, in consultation with relevant groups and individuals, to promote the benefits of the change to the organisation and to minimise loss 3.2 Arrange and manage activities to deliver the communication or education plans to relevant groups and individuals 3.3 Consult with relevant groups and individuals for input into the change process 3.4 Identify and respond to barriers to the change according to risk management plans 3.5 Action interventions and activities set out in project plan according to project timetable 3.6 Activate strategies for embedding the change 3.7 Conduct regular evaluation and review and modify project plan where appropriate to achieve change program objectives

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.2	Interprets detailed information that may deal with complex ideas related to issues both within and outside the workplace context
Writing	2.1, 2.2, 2.3, 2.4, 3.1	Uses clear and precise language to develop information about objectives, requirements, activities and recommendations Develops complex plans and strategies in appropriate format for the audience and purpose
Oral Communication	1.6, 2.2, 2.4, 2.5, 3.3	Discusses and seeks information using appropriate structure and language for the particular audience Uses questioning and active listening to clarify or confirm understanding
Numeracy	2.1, 2.3, 2.3	Interprets, analyses and presents numeric/financial information in complex documents
Navigate the world of work	1.1-1.6, 2.4, 2.5, 3.1, 3.2	Takes a lead role in the development of organisational strategic goals and associated roles and responsibilities
Interact with others	1.5, 1.6, 2.4, 2.5, 3.1-3.3	Uses a variety of communication tools and strategies to build and maintain effective working relationships Uses inclusive and collaborative techniques to seek feedback, negotiate and consult with a range of stakeholders
Get the work done	1.1-1.5, 2.1-2.5, 3.1, 3.2, 3.4-3.7	Plans, organises and implements activities required to achieve strategic priorities and outcomes, including consulting with others and sequencing events to minimise uncertainty for staff Uses problem-solving skills to identify and analyse issues or barriers, and develop responses Develops new and innovative ideas through exploration and lateral thinking

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINN601 Lead and manage organisational change	BSBINN601B Manage organisational change	Updated to meet Standards for Training Packages Edits to clarify intent of Performance Criteria Title change	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINN601 Lead and manage organisational change

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse and interpret information about the organisation’s internal and external environment and consult with stakeholders to identify requirements and opportunities for changes that support organisational objectives

prioritise opportunities for changes with input from managers

develop a change management project plan for the priority changes incorporating resource requirements, risk management and timelines

develop strategies to communicate or educate the changes and embed them

obtain approvals and agree reporting protocols with relevant managers and implement the plan including addressing barriers to change

review and evaluate the change management project plan and modify as needed to achieve objectives.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain the change management process or cycle and strategies for communicating and embedding change

explain how organisational behaviour and the external environment can impact on change strategies

describe the components of a change management project plan

list potential barriers to change and explain possible strategies to address barriers.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the creativity and innovation and include access to:

workplace documentation and resources

office equipment, materials and software packages

case studies or, where available, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINN801 Lead innovative thinking and practice

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to generate, lead and sustain innovative organisational thinking and practice.

It applies to individuals who initiate and lead innovation in any industry or community context. Each organisation’s thinking and practice will be different depending on its core business, purpose, size, complexity and broader operating context.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Creativity and Innovation – Innovation

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Generate innovative thinking and creativity	1.1 Research and use a range of techniques and tools to generate new ideas and thinking 1.2 Research and analyse trends shaping organisation’s current and future thinking and practice 1.3 Introduce and promote creative thinking techniques to foster personal and team innovation 1.4 Evaluate overall context for individual and collective innovative thinking and creativity 1.5 Research and analyse specific conditions for innovation and issues that impact on individual and collective innovative thinking and creativity 1.6 Research and review innovation drivers and enablers
2 Lead innovative practices	2.1 Develop personal leadership style to model positive innovative thinking and practice 2.2 Review, challenge and refine own style and practice in relation to modelling and supporting innovation 2.3 Assess and determine the requirements to promote sustainable innovative activity for the operational context and people involved 2.4 Devise and implement most appropriate means to promote knowledge transfer 2.5 Identify, evaluate and manage risks associated with innovation within an organisation
3 Generate and support a culture of innovation	3.1 Introduce and promote innovative practices, processes, products or services appropriate to audience and organisational requirements 3.2 Establish ways to capture, communicate and share innovative ideas and practices 3.3 Initiate and foster communication, consultation and team development approaches that support innovation 3.4 Identify, assess and provide adequate resources for innovation to occur 3.5 Develop and apply strategies to foster a workplace culture capable of encouraging innovation 3.6 Establish mechanisms at system and process level that can support innovation
4 Sustain innovative thinking and practice	4.1 Develop strategies to make innovation an integral part of organisational activity 4.2 Develop and monitor processes to ensure ongoing awareness of individual and collective contributions to innovative thinking and practice 4.3 Analyse potential barriers and risks to innovation and devise strategies to respond 4.4 Analyse and reflect on innovation performance as a basis for developing strategies for improvement

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	2.1, 2.2, 4.4	Evaluates and reflects on personal effectiveness to develop strategies to enhance own performance
Reading	1.1, 1.2, 1.5, 1.6	Identifies, analyses, interprets and evaluates visual and textual information from a range of sources to identify innovation strategies, practices and trends
Writing	1.1, 1.2, 1.5, 1.6, 3.2	Uses clear and precise language to document research findings for reference purposes Develops complex plans, strategies and systems to integrate innovation into the organisation using appropriate formats for the audience and purpose
Oral Communication	1.3, 3.2, 3.3, 3.5	Discusses, presents and seeks information using appropriate structure and language for the particular audience Uses questioning and active listening to encourage discussion and to clarify or confirm understanding
Numeracy	1.1, 1.2, 1.5, 1.6, 3.2	Interprets, analyses and presents numeric/financial information in complex documents
Navigate the world of work	2.1, 2.2, 2.3, 2.5, 3.1, 3.5, 4.1	Understands how own role meshes with others and contributes to broader work goals Leads in the development of strategies to integrate innovative practices into the organisation
Interact with others	1.3, 3.2, 3.3, 3.5	Uses a variety of relevant communication tools and strategies to build and maintain effective working relationships Uses inclusive and collaborative techniques to communicate, negotiate and consult effectively with a range of stakeholders Actively seeks the perspectives of others as part of work role
Get the work done	1.1,1.2, 1.3-1.6, 2.3-2.5, 3.2-3.6, 4.1-4.4	Plans, develops, implements and monitors practical strategies to introduce and support innovation in the workplace Develops new and innovative ideas through exploration, evaluation, analysis and critical thinking Uses formal analytical and lateral thinking techniques to identify issues, generate and evaluate possible solutions, and select most appropriate option

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINN801 Lead innovative thinking and practice	BSBINN801A Lead innovative thinking and practice	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINN801 Lead innovative thinking and practice

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use various techniques and tools to stimulate creative or innovative thinking

research, review and critically analyse trends in thinking and emerging practices as they relate to an organisation’s current thinking and practices

develop own capacity to lead innovative thinking and practice in an organisational context

complete a workplace project or case study to demonstrate a comprehensive understanding and application of key concepts, current theories and processes for introducing, communicating, promoting, supporting and sustaining innovative thinking and practices in an organisational context.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

compare and contrast current and past theories and thinking about innovation

explain how theory and thinking on innovation and creativity can contribute to applied practice

discuss the impact of leadership style on innovation in organisations, including how specific approaches may encourage or inhibit innovation

discuss the relevance of organisational and industry context on innovation

analyse the internal and external conditions or factors that impact on organisational innovation

outline strategies for identifying, assessing and managing risks associated with innovation

provide examples of innovation drivers in an organisation

provide examples of innovation enablers in an organisation

list and describe mechanisms at system or process level that can support innovative practices

discuss typical challenges and barriers to innovation within an organisation and ways of overcoming these challenges and barriers.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the creativity and innovation field of work and include access to:

workplace documentation and resources

office equipment and materials

case studies or, where available, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINS201 Process and maintain workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to receive, process, and store workplace information and maintain information systems. It also includes the maintenance of records management systems.

The unit applies to individuals who perform a variety of routine tasks in the workplace, using a limited range of practical skills and fundamental knowledge of information and information systems in a defined context, under direct supervision or with limited individual responsibility.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Technical Skills – Information Services

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Collect information	1.1 Confirm task requirements 1.2 Collect physical and digital information items 1.3 Allocate time and date of receipt to relevant information items 1.4 Apply organisational policies and procedures relating to security and confidentiality in handling information
2. Process workplace information	2.1 Enter metadata applying to information items into relevant system according to organisational policies and procedures 2.2 Collate and distribute information according to task requirements
3. Manage information systems	3.1 Maintain information and relevant classification system according to organisational policies and procedures 3.2 Identify and dispose of inactive unpublished information items or deaccession published information items according to organisational policies and procedures 3.3 Create new files of unpublished information materials according to organisational policies and procedures 3.4 Update registration, accessioning, classification and index systems according to organisational policies and procedures

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Recognises and interprets textual information to complete tasks according to organisational policies and procedures
Writing	Records simple and routine content using an established format to organise information
Oral Communication	Uses listening and questioning skills to clarify and adhere to requirements
Numeracy	Comprehends basic mathematical measurements relating to times and number sequences
Self-management	Follows clearly defined instructions and monitors own progress to achieve timelines
Technology	Uses digital technologies regarding data entry and retrieval

Unit Mapping Information

Supersedes and is equivalent to BSBINM201 Process and maintain workplace information.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINS201 Process and maintain workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

receive and process three pieces of workplace information according to organisational policies and procedures.

In the course of the above, the candidate must:

record and document information accurately

store, classify and maintain information materials.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

organisational policies and procedures relating to collecting and processing workplace information

key aspects of organisational information items management systems and security and confidentiality procedures.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

examples of workplace information systems.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBIPR401 Use and respect copyright

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to use and respect copyright. It covers maintaining control over the copyright owner’s work, commercialising copyright material, preventing the unauthorised use of an original work and using other party’s original work legitimately.

It applies to people who may be authors, creators or other owners of works covered by copyright. It also applies to employees who have a role in ensuring that their organisation’s copyright is protected and/or that their organisation uses others’ copyright appropriately to benefit the organisation without infringing the rights of copyright owners.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Intellectual Property

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify extent of copyright protection for original works	1.1 Research copyright and its application to original works 1.2 Identify legislative requirements governing copyright 1.3 Determine the copyright owner of original works within or used by the organisation 1.4 Research the rights of the copyright owner, including moral rights 1.5 Determine whether a copyright notice is required 1.6 Identify sources of information and advice regarding copyright issues and use copyright professionals where required
2. Ensure that copyright protection is effective when using original works	2.1 Identify material within the organisation that may attract copyright 2.2 Identify and review organisation policies and procedures to ensure that own and others’ original works are protected against direct or indirect infringement of copyright 2.3 Implement policies and procedures to protect the organisation’s copyright, recognising exceptions that allow the legitimate use of own copyright material by others 2.4 Provide advice to relevant personnel about the legal and economic implications of copyright infringement 2.5 Evaluate and make recommendations for the commercialisation potential of copyright material 2.6 Research issues that need to be considered when licensing or selling copyright rights, including the use of copyright collection societies
3. Monitor policies and procedures for use of own copyright materials by other parties	3.1 Monitor policies and procedures to ensure that the organisation’s copyright is respected locally and internationally 3.2 Create and maintain documentation in relation to copyright agreements where established 3.3 Implement procedures to limit or deter infringement of organisation’s copyright and/or encourage the proper use of the organisation’s copyright 3.4 Make recommendations to appropriate personnel when real or potential infringements of organisation’s copyright may require further action
4. Monitor policies and procedures for legitimate use of others’ copyright materials	4.1 Research when permission is needed to use copyright material belonging to others 4.2 Advise appropriate personnel about restrictions on and licensing requirements for the use of others’ copyright material, and implement training if required 4.3 Advise appropriate personnel of legislative exceptions that allow use of copyright material without permission 4.4 Monitor policies and procedures covering organisational use of others’ copyright material to ensure it is to the benefit of the organisation 4.5 Monitor organisational use of others’ copyright material to reduce the risk of infringement 4.6 Take action to minimise damage if infringement of others’ copyright material occurs

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1, 2.2, 2.6, 3.1, 4.1, 4.4	Researches and analyses complex texts, including legislation, to identify relevant information Monitors and reviews organisational policies and procedures to ensure compliance with legislative requirements
Writing	1.1, 1.3, 1.4, 2.2, 2.4, 2.5, 2.6, 3.2, 3.4, 4.1, 4.3	Summarises research findings relevant to the organisation Records and maintains copyright documentation according to organisational and legislative requirements Reviews and updates organisational policies and procedures to ensure compliance with legislative requirements
Oral Communication	1.3, 1.6, 2.4, 2.5, 3.4, 4.2, 4.3	Provides advice using language and terminology appropriate to audience Obtains information from others by listening and questioning
Navigate the world of work	1.2, 2.2, 2.3, 3.1, 3.3, 4.4	Identifies and complies with legislative requirements associated with own role Implements, monitors and reviews policies and procedures to ensure organisational compliance with legislative requirements
Interact with others	1.3, 1.6, 2.4, 2.5, 3.4, 4.2, 4.3	Follows accepted communication practices when seeking or providing advice about intellectual property
Get the work done	1.1-1.6, 2.1-2.3, 2.5, 2.6, 3.1-3.4, 4.1, 4.4-4.6	Plans, organises and implements tasks needed to ensure compliance with organisational and legislative requirements Systematically gathers and analyses information to decide on action needed to prevent or address copyright infringements Uses digital technologies or tools to access and record information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBIPR401 Use and respect copyright	BSBIPR401 Use and respect copyright	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBIPR401 Use and respect copyright

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

review and interpret information to determine how copyright applies in the organisation

implement and review organisational policies and procedures to ensure that own and others’ original works are protected

recommend actions to address risks and infringements

communicate advice or recommendations about copyright to a range of stakeholders

identify the need for training on copyright and implement training as appropriate.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the legislative framework for copyright and its application to the organisation

list and describe the types of works that attract copyright

identify sources of information and advice on copyright

explain methods to limit or deter unauthorised use of copyright material

explain direct and indirect infringement

give examples of action to take if infringement occurs

give examples of when authorisation for use of copyright material is needed and how to obtain it

outline different types of licenses and how they apply to the organisation

outline options for commercialisation of copyright and potential benefits for the organisation.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – intellectual property field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBITS401 Maintain business technology

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to maintain the effectiveness of business technology in the workplace. It includes maintaining existing technology and planning for future technology requirements.

It applies to individuals with a broad knowledge of business technology who may be required to contribute well-developed skills in creating solutions to maintenance and upgrade issues with existing technology. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

No licensing, legislation or certification requirements apply to this unit at the time of publication.

Unit Sector

Information and Communications Technology – IT Support

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Maintain performance of hardware and software	1.1 Monitor and evaluate system effectiveness to ensure it meets organisational and system requirements 1.2 Use operating system, drive and disk structure, reports and files to identify performance problems 1.3 Maintain disk drives and peripherals according to manufacturers’ and organisational requirements 1.4 Replace consumables in accordance with manufacturers’ and organisational requirements
2. Provide basic system administration	2.1 Carry out system backup procedure at regular intervals according to organisational and system requirements 2.2 Install and operate software applications in accordance with developers’ and organisational requirements 2.3 Maintain and update security access procedures in line with organisational requirements 2.4 Ensure that licences for use of software are used, checked and recorded in accordance with organisational requirements 2.5 Regularly maintain and update virus programs in accordance with organisational requirements
3. Identify future technology requirements	3.1 Maintain knowledge of current and new technology by regularly accessing sources of information 3.2 Identify and develop improved technology systems using feedback from clients and colleagues 3.3 Assess existing technology against newly available technology to determine future needs and priorities 3.4 Identify and select new technologies to achieve and maintain continuous organisational development 3.5 Obtain management and budget approval for new selected technologies

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1-2.5, 3.1-3.4	Gathers, analyses and interprets a range of textual information from a variety of sources and identifies relevant information
Writing	2.3, 2.4, 3.5	Produces texts of varying complexity using appropriate language and logical structure to record and convey information
Navigate the world of work	1.1, 1.3, 1.4, 2.1-2.5	Complies with organisational policies and legal responsibilities related to own work
Get the work done	1.1-1.4, 2.1-2.5, 3.1-3.5	Plans, implements and monitors tasks required to achieve required outcomes Takes responsibility for the outcomes of routine decisions directly related to own role Recognises and takes responsibility for addressing predictable and some less predictable problems in familiar work contexts Understands the purposes, specific functions and key features of common digital systems and tools and operates them effectively to complete routine tasks Identifies innovations by monitoring trends from other contexts

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBITS401 Maintain business technology	BSBITS401B Maintain business technology	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBITS401 Maintain business technology

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

install software and hardware and maintain performance according to manufacturers’ and organisational requirements

organise and access software, materials and consumables

maintain and update technology and security systems.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the costs and benefits of technology maintenance

describe the general features and capabilities of current industry-accepted hardware and software products

explain the importance of:

backup and security procedures

maintenance and diagnostic procedures

licensing, installation and purchasing procedures.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the information and communications technology – IT support field of work and include access to:

case studies and, where possible, real situations

office equipment and resources

examples of technology maintenance and security procedures.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBITU306 Design and produce business documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to design and produce various business documents and publications. It includes selecting and using a range of functions on a variety of computer applications.

It applies to individuals who possess fundamental skills in computer operations and keyboarding. They may exercise discretion and judgement using appropriate theoretical knowledge of document design and production to provide technical advice and support to a team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Information and Communications Technology – IT Use

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select and prepare resources	1.1 Select and use appropriate technology and software applications to produce required business documents 1.2 Select layout and style of publication according to information and organisational requirements 1.3 Ensure document design is consistent with company and/or client requirements, using basic design principles 1.4 Discuss and clarify format and style with person requesting document/publication
2. Design document	2.1 Identify, open and generate files and records according to task and organisational requirements 2.2 Design document to ensure efficient entry of information and to maximise presentation and appearance of information 2.3 Use a range of functions to ensure consistency of design and layout 2.4 Operate input devices within designated requirements
3. Produce document	3.1 Complete document production within designated timelines according to organisational requirements 3.2 Check document produced to ensure it meets task requirements for style and layout 3.3 Store document appropriately and save document to avoid loss of data 3.4 Use manuals, training booklets and/or helpdesks to overcome basic difficulties with document design and production
4. Finalise document	4.1 Proofread document for readability, accuracy and consistency of language, style and layout prior to final output 4.2 Make any modifications to document to meet requirements 4.3 Name and store document in accordance with organisational requirements and exit application without data loss/damage 4.4 Print and present document according to requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	2.1, 2.2, 3.2, 3.4, 4.1	Recognises and interprets textual information from a range of sources to determine and adhere to requirements Applies strategies to self-correct and verify clarity and conformity of information
Writing	2.2, 2.3, 3.1, 4.2, 4.3	Develops documents using required format, accurate spelling and grammar and terminology specific to requirements Organises content to support purposes and audience of material, using clear and logical language
Oral Communication	1.4	Confirms requirements with relevant personnel using specific terminology and listening and questioning techniques
Navigate the world of work	1.2, 1.3, 2.1, 2.4, 3.1, 3.2, 4.2-4.4	Recognises and follows explicit and implicit protocols and meets expectations associated with own role
Interact with others	1.4	Selects and uses appropriate conventions and protocols when communicating in a range of familiar work contexts
Get the work done	1.1-1.3, 2.1-2.4, 3.1-3.4, 4.1-4.4	Uses basic features and functions within applications to access, store, organise data and perform routine work tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBITU306 Design and produce business documents	BSBITU306A Design and produce business documents	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBITU306 Design and produce business documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

select appropriate technology and software for design and production of business documents

adhere to organisational requirements when:

selecting layout and style

opening and generating files

producing documents within designated timelines

naming and storing documents

printing and presenting documents

adhere to task requirements when producing documents including:

applying basic design principles

applying consistent formatting

using appropriate styles

using correct layouts

proofreading as required

use appropriate data storage options

apply knowledge of functions and features of contemporary computer applications

print and present completed documents.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify appropriate technology for production requirements

describe functions and features of contemporary computer applications

outline organisational policies, plans and procedures

list organisational requirements for document design e.g. style guide.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the information and communications technology – IT use field of work and include access to:

office equipment and resources

relevant software applications

examples of style guides

organisational procedures.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR402 Lead effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit defines skills, knowledge and outcomes required to use leadership to promote team cohesion. It includes motivating, mentoring, coaching and developing the team and forming the bridge between the management of the organisation and team members.

This unit applies to team leaders, supervisors and new or emerging managers where leadership plays a role in developing and maintaining effective workplace relationships. It applies in any industry or community context.

At this level work will normally be carried out within routine and non-routine methods and procedures, which require planning and evaluation and leadership and guidance of others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership - Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Collect, analyse and communicate information and ideas	1.1 Collect relevant information from appropriate sources and analyse and share with the work team to improve work performance 1.2 Communicate ideas and information in a manner which is appropriate and sensitive to the cultural and social diversity of the audience and any specific needs 1.3 Lead consultation processes to encourage employees to contribute to issues related to their work, and promptly relay feedback to the work team in regard to outcomes 1.4 Seek and value contributions from internal and external sources in developing and refining new ideas and approaches 1.5 Implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel as required
2. Develop trust and confidence as leader	2.1 Treat all internal and external contacts with integrity, respect and empathy 2.2 Use the organisation's social, ethical and business standards to develop and maintain effective relationships 2.3 Gain and maintain the trust and confidence of colleagues, customers and suppliers through competent performance 2.4 Adjust interpersonal styles and methods to meet organisation's social and cultural environment 2.5 Lead and encourage other members of the work team to follow examples set according to organisation's policies and procedures
3. Develop and maintain networks and relationships	3.1 Use networks to identify and build relationships 3.2 Use networks and other work relationships to provide identifiable benefits for the team and organisation
4. Manage difficulties into positive outcomes	4.1 Identify and analyse difficulties and take action to rectify the situation within the requirements of the organisation and relevant legislation 4.2 Guide and support colleagues to resolve work difficulties 4.3 Regularly review and improve workplace outcomes in consultation with relevant personnel 4.4 Manage poor work performance within the organisation's processes 4.5 Manage conflict constructively within the organisation's processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1	Collects, analyses and evaluates textual information from a range of resources to inform improvement strategies
Oral Communication	1.2, 1.3, 2.4, 2.5, 4.2	Selects or adjusts communication style to maintain effectiveness of interaction and build and maintain engagement consistent with organisational requirements
Navigate the world of work	2.2, 2.5, 4.1, 4.4, 4.5	Recognises and follows legislative and organisational requirements relevant to own role
Interact with others	1.1-1.4, 2.1, 2.3, 2.5, 3.1, 3.2, 4.2, 4.5	Selects and uses appropriate conventions and protocols when communicating with diverse stakeholders Adapts personal communication style to build trust and positive working relationships and to show respect for the opinions, values and particular needs of others Plays a lead role in situations requiring effective collaboration, demonstrating conflict resolution skills and ability to engage and motivate others
Get the work done	1.1, 1.5, 4.1, 4.3	Plans and implements activities and processes to manage and review work performance Systematically gathers and analyses all relevant information to formulate and evaluate possible solutions to difficulties

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLDR402 Lead effective workplace relationships	BSBWOR401A Establish effective workplace relationships	Updated to meet Standards for Training Packages Title change Minor edits to clarify intent of performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR402 Lead effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

access and analyse information to achieve planned outcomes

apply techniques for resolving problems and conflicts and dealing with poor performance within organisational and legislative requirements

review and improve workplace outcomes in consultation with relevant personnel

adjust interpersonal style and communications to respond to cultural and social diversity

apply relationship management and communication skills with a range of people that:

demonstrate integrity, respect, empathy and cultural sensitivity and promote trust

forge effective relationships with internal and/or external people and help to maintain these networks

encourage participation and foster contribution of and respect for ideas and feedback

provide support to colleagues to resolve difficulties.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

give examples of how work relationships, and the cultural and social environment, can support or hinder achieving planned outcomes

explain techniques for developing positive work relationships and building trust and confidence in a team including interpersonal styles, communications, consultation, cultural and social sensitivity, networking

explain the impact of legislation and organisational policies on workplace relationships

describe a range of methods and techniques for communicating information and ideas to a range of stakeholders

outline problems solving methods

explain methods to resolve workplace conflict

explain methods to manage poor work performance

explain how to monitor, analyse and introduce ways to improve work relationships.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR403 Lead team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit defines skills, knowledge and outcomes required to plan and supervise the performance of the team and develop team cohesion.

It applies team leaders, supervisors and new emerging managers who have an important leadership role in the development of efficient and effective work teams.

Leaders at this level also provide leadership for the team and bridge the gap between the management of the organisation and the team members. As such they must 'manage up' as well as manage their team/s.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership - Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan to achieve team outcomes	1.1 Lead the team to identify, establish and document team purpose, roles, responsibilities, goals, plans and objectives in consultation with team members 1.2 Engage team members to incorporate innovation and productivity measures in work plans 1.3 Lead and support team members in meeting expected outcomes
2. Lead team to develop cohesion	2.1 Provide opportunities for input of team members into planning, decision making and operational aspects of work team 2.2 Encourage and support team members to take responsibility for own work and to assist each other in undertaking required roles and responsibilities 2.3 Provide feedback to team members to encourage, value and reward individual and team efforts and contributions 2.4 Recognise and address issues, concerns and problems identified by team members or refer to relevant persons as required 2.5 Model expected behaviours and approaches
3. Participate in and facilitate work team	3.1 Actively encourage team members to participate in and take responsibility for team activities and communication processes 3.2 Give the team support to identify and resolve problems which impede its performance 3.3 Ensure own contribution to work team serves as a role model for others and enhances the organisation's image within the work team, the organisation and with clients/customers
4. Liaise with management	4.1 Maintain open communication with line manager/management at all times 4.2 Communicate information from line manager/management to the team 4.3 Communicate unresolved issues, concerns and problems raised by the team/team members to line manager/management and ensure follow-up action is taken 4.4 Communicate unresolved issues, concerns and problems related to the team/team members raised by line managers/management to the team and ensure follow-up to action is taken

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Writing	1.1, 4.2	Prepares workplace plans that communicate intent and elicits feedback clearly and effectively
Oral communication	1.1, 1.3, 2.2, 2.3, 3.1, 3.2, 4.2-4.4	Engages in discussions or provides information using structure and language appropriate to the audience and situation
Interact with others	1.1-1.3, 2.1-2.5, 3.1, 3.3, 4.1	Selects and uses appropriate conventions and protocols when communicating with team members Adapts personal communication style to model required behaviours, build trust and positive working relationships and to show respect for the opinions and values of others Plays a lead role in situations requiring effective collaboration, demonstrating conflict resolution skills and ability to engage and motivate others
Get the work done	1.1-1.3, 3.2	Develops, implements and monitors plans and processes to ensure team engagement and effectiveness Uses formal analytical thinking techniques to identify issues and generate possible solutions, seeking input from others as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLDR403 Lead team effectiveness	BSBWOR402A Promote team effectiveness	Updated to meet Standards for Training Packages Title change Minor edits to clarify intent of performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR403 Lead team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

apply knowledge of organisational goals, objectives and plans

develop a team work plan including documentation of how it was generated and how it will be monitored

identify and incorporate innovation and productivity measures into a team work plan

communicate with team members and management to identify and establish the team purpose, roles, responsibilities, goals plans and objectives and resolve problems

use techniques to consult, encourage, support and provide feedback to team members

model team leadership behaviours and approaches

liaise with management to develop the teamwork plan, resolve issues and ensure follow-up action is taken.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must explain principles and techniques associated with:

delegation and work allocation

goal setting

group dynamics and processes

individual behaviour and difference

leadership styles

motivation

negotiation

problem solving

planning

workplace innovation

workplace productivity.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

information about the organisation, including organisational structure, goals, objectives and plans

case studies, and where possible, real situations

workplace equipment and resources

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR411 Demonstrate leadership in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to lead teams and individuals by modelling high standards of conduct to reflect the organisation’s standards and values.

The unit applies to individuals who are making the transition from being a team member to taking responsibility for the work and performance of others and providing the first level of leadership within the organisation. These leaders have a strong influence on the work culture, values and ethics of the teams they supervise.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Social Competence – Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to demonstrate leadership	1.1 Identify organisation’s requirements for management performance 1.2 Identify qualities required for positive management performance according to organisational policies and procedures 1.3 Develop and implement performance plans for individual and team according to organisation’s business objectives 1.4 Establish key performance indicators according to organisation’s business objectives
2. Align behaviour with organisational values	2.1 Locate and assess organisation’s standards and values for conducting business 2.2 Identify how own performance will contribute to upholding organisational values 2.3 Identify issues to be resolved according to organisational values 2.4 Gather and organise information relevant to the issues under consideration
3. Model leadership behaviour	3.1 Facilitate individual’s and team’s active participation in team decision-making processes 3.2 Examine options and assess associated risks to determine preferred course of action 3.3 Develop plan to implement decisions agreed by relevant individuals and teams 3.4 Use feedback processes to monitor the implementation and impact of decisions

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

SKILL	DESCRIPTION
Reading	Gathers, interprets and analyses text relating to organisational goals, standards and values to aid planning and decision making
Writing	Records and reports key information related to the organisational goals, standards and objectives Researches, plans and prepares documentation for relevant stakeholders
Oral Communication	Uses structure and language when developing performance plans, or when seeking and providing information about organisational goals and objectives
Numeracy	Identifies and comprehends mathematical information in familiar texts to establish key performance indicators
Enterprise and initiative	Identifies how own role meshes with others and contributes to broader work goals Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of the work environment
Teamwork	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective outcomes Identifies the importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate with whom, why and how
Planning and organising	Develops plan to manage relatively complex, non-routine tasks with an awareness of how they contribute to longer term operational and strategic goals Uses systematic, analytical processes in complex, non-routine situations, setting goals Evaluates effectiveness of decisions in terms of how well they meet stated goals

Unit Mapping Information

Supersedes and is equivalent to BSBMGT401 Show leadership in the workplace.

Supersedes but is not equivalent to BSBMGT405 Provide personal leadership.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR411 Demonstrate leadership in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop and implement at least two performance plans, including one relating to individuals and one relating to teams.

In the course of the above, the candidate must:

comply with organisation’s standards and values

evaluate own behaviour and performance against organisational standards and values and adjust to achieve required standards

ensure own behaviour and performance contributes to the integrity and credibility of the organisation

facilitate processes to make decisions that are based on:

relevant information

examination of options and associated risks

input from relevant people

communicate about making and implementing decisions including:

facilitating agreement on the preferred course of action and implementation plans

monitoring and seeking feedback on the implementation and impact of decisions.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

methods to identify an organisation’s standards and values when they are stated, and where they are implied

organisational values and expectations of behaviour

basic leadership theories

common leadership styles

organisation’s process for raising questions about standards and values

examples of behaviours and performance that would typically be considered damaging to an organisation

concepts of:

organisational values and ethics

role modelling

integrity and credibility

leadership.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace documentation and resources.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR413 Lead effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills, knowledge and outcomes required to use leadership to promote team cohesion. It includes motivating, mentoring, coaching and developing the team and forming the bridge between the management of the organisation and team members.

The unit applies to team leaders, supervisors and new or emerging managers where leadership plays a role in developing and maintaining effective workplace relationships. It applies in any industry or community context. At this level work will normally be carried out within routine and non-routine methods and procedures, which require planning, evaluation, leadership and guidance of others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Social Competence – Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to lead workplace relationships	1.1 Identify work team objectives according to organisational strategy 1.2 Collect and analyse information for the achievement of work task 1.3 Share ideas and information with relevant internal and external stakeholders according to work task 1.4 Develop strategy for completion of work task in collaboration with work team
2. Lead workplace relationships	2.1 Identify and implement methods to facilitate collaboration to complete work task 2.2 Support colleagues experiencing difficulties fulfilling work requirements 2.3 Manage conflict constructively within the organisation’s processes and parameters of own role 2.4 Communicate work progress to relevant internal and external stakeholders
3. Review leadership	3.1 Seek feedback on relationship management for work task from relevant stakeholders 3.2 Analyse feedback on relationship management 3.3 Evaluate personal performance in leading workplace relationships 3.4 Identify areas of improvement for leading workplace relationships future work tasks

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

SKILL	DESCRIPTION
Reading	Collects, analyses and evaluates textual information from a range of resources to inform improvement strategies
Oral Communication	Selects or adjusts communication style to maintain effectiveness of interaction and build and maintain engagement consistent with organisational requirements
Initiative and enterprise	Identifies and follows legislative and organisational requirements relevant to own role
Teamwork	Selects and uses appropriate conventions and protocols when communicating with diverse stakeholders Adapts personal communication style to build trust and positive working relationships and to show respect for the opinions, values and particular needs of others Plays a lead role in situations requiring effective collaboration, demonstrating conflict resolution skills and ability to engage and motivate others
Planning and organising	Plans and implements activities and processes to manage and review work performance Systematically gathers and analyses all relevant information to formulate and evaluate possible solutions to difficulties

Unit Mapping Information

Supersedes and is equivalent to BSBLDR402 Lead effective workplace relationships.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR413 Lead effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

lead effective workplace relationships on at least four occasions with different individuals or groups.

In the course of the above, the candidate must:

access and analyse information required to achieve planned outcomes

collaborate with work team to develop and implement a work task strategy

apply techniques for resolving problems and conflicts, and dealing with poor performance according to organisational and legislative requirements

monitor and communicate work progress to relevant internal and external stakeholders

seek and review feedback to improve workplace leadership.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

considerations for communicating information including audience cultural and social diversity

consultation processes including internal and external sources of consultees

impacts of relationships, cultural and social environment, in supporting or hindering the achievement of planned outcomes

techniques for developing positive work relationships and building trust and confidence in a team, including:

interpersonal styles

communications

consultation

cultural and social sensitivity

networking

impact of legislation and organisational policies on workplace relationships

techniques for communicating information and ideas to a range of stakeholders

common methods to resolve workplace conflict

common methods to manage poor work performance

common methods to monitor, analyse and improve work relationships.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

legislation, regulations, standards and codes relevant to performance evidence

workplace documentation and resources

interaction with others.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR523 Lead and manage effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to lead and manage effective workplace relationships.

The unit applies to individuals in leadership or management positions who have a prominent role in establishing and managing processes and procedures to support workplace relationships. These individuals apply the values, goals and cultural diversity policies of the organisation. They use complex and diverse methods and procedures as well as a range of problem solving and decision making strategies, which require the exercise of considerable discretion and judgement.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Social Competence – Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish effective workplace relationship processes	1.1 Identify required processes for workplace collaboration according to organisational policies and procedures 1.2 Develop consultation processes for employees to contribute to issues related to their work role 1.3 Develop processes for conflict management 1.4 Develop processes for escalated issues or refer to relevant personnel
2. Manage effective workplace relationships	2.1 Delegate and confirm responsibilities for fulfilling work tasks 2.2 Collaborate and support team to perform work tasks 2.3 Identify and address issues in workplace relationships according to processes established 2.4 Monitor and communicate to employees outcomes of conflict management
3. Review management of workplace relationships	3.1 Seek feedback on management of workplace relationships from relevant stakeholders 3.2 Evaluate feedback for improvements to leadership style 3.3 Identify areas of improvement for future workplace relations leadership

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

SKILL	DESCRIPTION
Writing	Prepares plans and policies incorporating appropriate vocabulary, grammatical structure and conventions
Self-management	Adapts personal communication style to model behaviours, build trust and positive working relationships, and to support others Takes responsibility for formulating, organising and implementing plans, processes and strategies that impact the workplace
Initiative and enterprise	Follows organisational policies and procedures regarding diversity and ethical conduct
Teamwork	Plays a lead role in situations requiring effective collaboration, demonstrating high level support and facilitation skills and ability to engage and motivate others Evaluates outcomes to identify opportunities for improvement
Planning and organising	Systematically gathers and analyses all relevant information and evaluates options to inform decisions about organisational strategies

Unit Mapping Information

No equivalent unit. Supersedes but is not equivalent to BSBLDR502 Lead and manage effective workplace relationships.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR523 Lead and manage effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

implement processes to manage ideas and information on at least two occasions, including:

communicating information to support others to achieve work responsibilities

facilitating employees’ contributions to consultation on work issues

providing feedback on the outcomes of consultations

resolving issues raised or referring to relevant personnel

develop and implement processes and systems to manage difficulties on at least two occasions, including:

identifying and resolving conflicts and other difficulties according to organisational policies and procedures

planning how to address difficulties

providing guidance, counselling and support to assist co-workers in resolving their work difficulties.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

systems, policies and procedures that can support the development of effective work relationships

key aspects of work relationships, including:

interpersonal styles

communications

consultation

cultural and social sensitivity

networking

conflict resolution

legislation relevant to managing effective workplace relationships

organisational policies and procedures relevant to workplace relationships

methods to develop processes for:

consultation with employees

conflict management

task issue management.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

legislation, regulations, standards and codes relevant to workplace relationships

workplace documentation and resources for workplace relationships.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR801 Lead personal and strategic transformation

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to analyse and improve personal leadership style and professional competence and to lead organisational transformation and learning for strategic outcomes.

It covers leading transformational practices, cultivating collaborative practices, completing ongoing professional development and providing strategic leadership in a dynamic context.

It applies to those who use cognitive and creative skills to review, critically analyse, consolidate and synthesise knowledge, in order to generate ideas and provide solutions to complex problems. They use communication skills to demonstrate their understanding of theoretical concepts and to transfer knowledge and ideas to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership - Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Reflect on personal efficacy	1.1 Identify and apply strategies to create a climate that encourages and allows for the receiving and giving of constructive feedback 1.2 Regularly review own performance in terms of personal efficacy, personal competence and attainment of professional competence outcomes and personal development objectives and priorities 1.3 Review own capacity as a role model in terms of ability to build trust, confidence and respect of diverse groups and relevant individuals 1.4 Evaluate personal effectiveness in building an effective organisational and workplace culture 1.5 Analyse and evaluate personal effectiveness in developing the competence required to achieve operational accountabilities and responsibilities
2. Lead in a transformational manner	2.1 Apply transformational and transactional leadership practices 2.2 Demonstrate empathy in personal communication, relationships and day to day leadership role 2.3 Lead consistently in an inclusive manner that is respectful of individual differences 2.4 Monitor and regulate own potentially disruptive emotions and impulses 2.5 Manage work based relationships effectively 2.6 Integrate own emotions with cognitions in personal leadership style 2.7 Evaluate personal leadership style and adjust for different contexts
3. Model and cultivate collaborative thinking	3.1 Apply judgement, intelligence and common sense when undertaking day to day leadership role 3.2 Analyse relevant legislation, information and intelligence sources when evaluating business opportunities 3.3 Draw upon personal expertise of self and relevant individuals to achieve strategic results 3.4 Seek and encourage contributions from relevant individuals 3.5 Model and encourage collaborative communication and learning approaches in the workplace 3.6 Cultivate existing and new collaborative and participative work relationships
4. Provide strategic leadership during change processes	4.1 Positively convey organisational direction and values to relevant individuals and relevant stakeholders 4.2 Analyse the impact and role of leadership during organisational change 4.3 Analyse and confirm capacity and competence of relevant individuals to contribute to change processes and plans 4.4 Develop learning and communication solutions to address problems and risks arising for individuals during organisational change 4.5 Identify leadership styles and develop approaches to best respond to the impact of change on people and processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	1.2	Develops insights from previous experience to improve personal performance
Reading	1.1, 1.2, 3.2, 4.5	Sources, evaluates and critiques ideas and information from a range of complex texts to assist with decisions, choices and to manage organisational requirements
Writing	1.1, 1.5, 4.4, 4.5	Records results of analysis using clear and comprehensible language and layout Researches and prepares plans for relevant stakeholders incorporating appropriate vocabulary, grammatical structure and conventions
Oral communication	2.2, 2.3, 3.4	Expresses opinions and information and responds to other people's views using language appropriate to audience
Navigate the world of work	1.4, 1.5, 3.2, 3.3	Considers own role in terms of its contributions to broader goals of the work environment Takes full responsibility for identifying and following policies, procedures and legislative requirements
Interact with others	1.1-1.5, 2.1-2.7, 3.1, 3.4-3.6, 4.1	Understands impact of own behaviour on others, reflecting on personal strengths and limitations and implementing strategies to regulate behaviour Influences and fosters a collaborative culture facilitating a sense of commitment and workplace cohesion Uses a variety of communication tools and strategies to build rapport and maintain effective working relationships Uses appropriate interpersonal skills to encourage contributions and elicit ideas from others Adapts personal communication style to build a positive working relationship and show respect for the opinions, values and particular needs of others
Get the work done	1.1, 2.1, 4.2, 4.3, 4.4, 4.5	Develops plans to manage complex activities with strategic implications that involve a range of personnel with diverse skills, knowledge and experience Systematically gathers and analyses all relevant information and evaluates options to inform decisions with the potential to affect organisational outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLDR801 Lead personal and strategic transformation	BSBLED701A Lead personal and strategic transformation	Updated to meet Standards for Training Packages Recoded to meet AQF Standards	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR801 Lead personal and strategic transformation

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

reflect on and improve own development, personal leadership style and self-management skills

demonstrate the application of leadership styles and approaches appropriate to individuals involved, the outcomes being sought and the context

model and encourage collaboration

provide strategic leadership during a change process

effectively manage workplace relationships

analyse relevant legislation, information and intelligence sources.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the relevant legislative and regulatory context of the organisation

state the organisation’s mission, purpose and values

outline organisation’s objectives, plans and strategies

describe a range of leadership styles

describe personal development planning methodologies

outline data collection methods

explain the process for external environment scanning relating to social, political, economic and technological developments

explain emotional intelligence and its relationship to individual and team effectiveness

explain organisational transformation and the management of the stages of change

explain organisational design and building in responsiveness of operations to change in customer or market conditions.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

legislation, regulations and codes of practice

workplace plans, mission statements, policies and procedures

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR803 Develop and cultivate collaborative partnerships and relationships

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to establish collaborative partnerships and relationships with business and industry stakeholders.

This unit covers communicating to influence others, cultivating new and existing partnerships, establishing positive collaborative relationships, leading the establishment of a partnership program and establishing reporting mechanisms.

It applies to people who use cognitive and creative skills to review, critically analyse, consolidate and synthesise knowledge, in order to generate ideas and provide solutions to complex problems. They use communication skills to demonstrate their understanding of theoretical concepts and to transfer knowledge and ideas to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership - Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Communicate to influence relevant individuals and stakeholders	1.1 Generate trust, confidence and support from relevant stakeholders by demonstrating a high standard of personal performance and conduct 1.2 Implement communication strategies to represent the organisation positively to media, local community and stakeholders 1.3 Make decisions in consultation with relevant stakeholders and relevant individuals where appropriate 1.4 Use a range of influencing strategies to increase commitment from staff and stakeholders to achieve organisational requirements and to contribute to desired culture 1.5 Undertake selected community and/or professional engagements that project a positive image of the organisation to the broader community and stakeholders
2. Cultivate new and existing partnerships with stakeholders	2.1 Establish outcomes to be achieved from the partnership 2.2 Analyse and apply models for effective consultation and collaboration within partnerships 2.3 Cultivate collaborative communities and partnerships through application of a range of communication solutions 2.4 Forge relationships, collaborative communities or partnerships between organisations
3. Establish positive collaborative relationships	3.1 Establish processes that contribute to the creation and maintenance of a positive culture that embraces collaboration 3.2 Establish processes to resolve conflict in a fair, equitable and collaborative manner 3.3 Organise and allocate work activities in a cost effective and equitable manner with clear, quantifiable and agreed performance standards 3.4 Encourage staff to undertake activities that develop their personal competence and performance 3.5 Empower individuals to develop their own ways of working within agreed boundaries of competence, cultural, diversity and organisational and legal requirements 3.6 Establish indicators and feedback processes that can be used to evaluate the health of the work environment
4. Lead establishment of a partnership program	4.1 Identify and address relevant organisational policies and procedures in partnership plans 4.2 Identify and incorporate relevant legal requirements into planning 4.3 Form partnerships using collaborative and consultative processes involving public and/or private sector enterprises 4.4 Plan and allocate resource requirements to accomplish a partnership program 4.5 Establish relevant organisational policies and procedures relating to partnerships
5. Establish reporting mechanisms for partnership program	5.1 Establish reporting systems for reporting results against planned partnership outcomes 5.2 Implement reporting systems to map progress against partnership outcomes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	2.2	Sources, evaluates and critiques ideas and information from a range of complex texts
Writing	2.1, 3.1, 3.2, 3.6, 4.4, 4.5, 5.1	Develops texts dealing with complex concepts using specialised and detailed language to convey strategy context and intent and requirements in accordance organisational requirements
Oral Communication	2.3, 3.4, 4.3	Leads discussions using language and non-verbal features to suit the audience Uses active listening and questioning to seek the views and opinions of others
Numeracy	3.3	Selects and uses familiar mathematical techniques to determine costs and benefits associated with strategic resource decisions
Navigate the world of work	3.5, 4.1, 4.2	Takes a lead role in the development of organisational goals, roles and responsibilities Leads adherence to organisational policies, procedures and legal requirements and considers own role in terms of its contribution to broader goals of the organisation
Interact with others	1.1, 1.4, 2.3, 2.4, 3.2, 3.4, 4.3	Plays a lead role in building effective collaboration and trust, demonstrating high level conflict resolution skills and ability to engage and motivate others Identifies and uses a variety of appropriate conventions and protocols when communicating with colleagues and external stakeholders
Get the work done	1.2, 1.3, 1.5, 2.1, 3.1, 3.3, 3.6, 4.4, 5.2	Develops flexible plans for complex, high impact activities with strategic implications that involve a diverse range of stakeholders with potentially competing demands Monitors agreed outcomes and required indicators

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLDR803 Develop and cultivate collaborative partnerships and relationships	BSBREL701A Develop and cultivate collaborative partnerships and relationships	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR803 Develop and cultivate collaborative partnerships and relationships

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

demonstrate and model skills and knowledge to foster partnerships, conduct stakeholder consultation and use strategic and personally enhancing communication skills

develop collaborative approaches to enhance individual, team and organisational outcomes

initiate and implement partnerships in line with relevant regulatory, employment and organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the legislative and regulatory context of the organisation

outline the organisation's mission, purpose, values, objectives and strategies

explain techniques that cultivate collaborative relationships and partnerships

describe data collection methods

explain the external context including social, political, economic and technological developments

explain emotional intelligence and its relationship to individual and team effectiveness

explain organisational transformation and the management of the stages of change.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation, regulations, standards and codes

workplace documents including business strategic plans, policies and procedures

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR806 Lead and influence ethical practice

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to apply ethical leadership and take responsibility for influencing ethical practice. It addresses modelling organisational values, embedding ethical practice into the organisation's culture and processes and promoting ethical leadership and decision making at all levels of the organisation.

It applies to people who use cognitive and creative skills to review, critically analyse, consolidate and synthesise knowledge, in order to generate ideas and provide solutions to complex problems. They use communication skills to demonstrate their understanding of theoretical concepts and to transfer knowledge and ideas to others.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership - Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Embody and model ethical values	1.1 Consistently demonstrate a commitment to the professionalism, ethical values and principles of the organisation in personal dealings within and on behalf of the organisation 1.2 Develop and maintain a high level of expertise related to ethics and standards 1.3 Interpret complex ethical matters and provide advice to resolve them in accordance with legislative, industry codes of practice and organisational standards 1.4 Report and encourage dealing with suspected unethical conduct confidentially and promptly
2. Embed ethical practice into the organisation's culture and processes	2.1 Identify strengths, weaknesses and threats to ethical conduct in the organisation through analysis of industry, state, national and international trends and develop strategies to act on them in accordance with enterprise and industry practice 2.2 Analyse management and accountability structures in the organisation and put strategies in place to ensure continuous improvement 2.3 Influence the development and review of policies and procedures to include and address ethical considerations 2.4 Develop and promote frameworks for ethical decision-making and policy setting 2.5 Analyse and develop policies and procedures to allow individuals to safely report breaches of ethical conduct and for remedying breaches of ethical conduct
3. Promote ethical leadership and decision making at all levels of the organisation	3.1 Foster dialogue on organisational values and ethics with and between staff to develop a strong understanding of and commitment to organisational standards 3.2 Provide leadership and guidance to empower individuals and the organisation to address ethical issues 3.3 Identify and refer organisational patterns, trends and issues that require ethical consideration by managers and staff for action 3.4 Promote and support leadership programs that promote ethical and values-based behaviour according to organisational requirements and the individual needs and capabilities of staff

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	2.1-2.3, 2.5	Sources, evaluates and critiques ideas and information from a range of complex texts
Writing	2.2-2.5	Develops texts dealing with complex concepts using specialised and detailed language to convey context and intent
Navigate the world of work	1.1-1.4, 2.3, 3.2, 3.4	Takes a lead role in the development of organisational goals, roles and responsibilities Leads planning and review processes in accordance with organisational policies and procedures, legal and ethical requirements
Interact with others	1.3, 1.4, 3.1, 3.2	Plays a lead role in situations requiring effective collaborative skills, demonstrating high-level influencing skills, focusing and shaping awareness, and engaging and motivating others
Get the work done	2.1, 2.2, 2.3, 2.4, 3.3, 3.4	Accepts responsibility for planning and sequencing complex tasks and workload Monitors progress of plans in achieving agreed outcomes Systematically gathers and analyses relevant information and evaluates options to inform decisions about complex organisational strategies

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLDR806 Lead and influence ethical practice	Not applicable	New unit	No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR806 Lead and influence ethical practice

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

lead and influence ethical practice in an organisation by demonstrating a personal commitment to the professionalism, ethical values and principles of the organisation and encouraging others to do so

research and maintain a high level of ethical expertise including the ability to interpret complex ethical matters and provide advice

report and deal with suspected unethical conduct confidentially and promptly

research, develop and implement policies and procedures for managing ethical practices in an organisation

promote ethical leadership and decision making including providing leadership and reviewing ethical practices.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe national and international trends in the development of ethical organisations

describe frameworks for ethical decision making/problem solving and policy setting

explain organisational ethics, values and standards

outline the role of organisational codes of ethics/conduct

explain procedural fairness

outline procedures, strategies or protocols that can be used to identify and address unethical conduct

outline the legislative and regulatory context of the organisation, as it relates to ethical work practices.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

legislation, regulations and workplace standards relevant to ethical practice

workplace documents, including organisational strategic plans and policies and procedures

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLED401 Develop teams and individuals

Modification History

Release	Comments
Release 2	This version released with BSB Business Services Training Package Version 2.0. Version created to clarify assessment requirements
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to determine individual and team development needs and to facilitate the development of the workgroup.

It applies to individuals with a broad knowledge of learning and development who apply their skills in addressing development needs to meet team objectives. They may have responsibility to provide guidance or to delegate aspects of tasks to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Learning and Development

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine development needs	1.1 Systematically identify and implement learning and development needs in line with organisational requirements 1.2 Ensure that a learning plan to meet individual and group training and development needs is collaboratively developed, agreed to and implemented 1.3 Encourage individuals to selfevaluate performance and identify areas for improvement 1.4 Collect feedback on performance of team members from relevant sources and compare with established team learning needs
2. Develop individuals and teams	2.1 Identify learning and development program goals and objectives, ensuring a match to the specific knowledge and skill requirements of competency standards relevant to the industry 2.2 Ensure that learning delivery methods are appropriate to the learning goals, the learning style of participants, and availability of equipment and resources 2.3 Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate individual and team achievement of competencies 2.4 Create development opportunities that incorporate a range of activities and support materials appropriate to the achievement of identified competencies 2.5 Identify and approve resources and time lines required for learning activities in accordance with organisational requirements
3. Monitor and evaluate workplace learning	3.1 Use feedback from individuals or teams to identify and implement improvements in future learning arrangements 3.2 Assess and record outcomes and performance of individuals/teams to determine the effectiveness of development programs and the extent of additional development support 3.3 Negotiate modifications to learning plans to improve the efficiency and effectiveness of learning 3.4 Document and maintain records and reports of competency according to organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	1.1-1.4, 2.1-2.4, 3.1, 3.3	Uses structured approaches to set goals, monitor progress and adjust learning approaches for self and others Builds on knowledge and experience to facilitate interaction and learning with others
Reading	1.1, 1.2, 1.4, 2.1, 2.2, 2.4, 2.5, 3.1-3.4	Analyses textual information from a range of sources to identify organisational requirements Analyses information from a range of sources to evaluate performance
Writing	1.1, 1.2, 1.4, 2.1, 2.5, 3.1-3.4	Develops materials to suit the requirements of different roles and individuals in the organisation Maintains records using correct technical and organisational vocabulary
Oral Communication	1.2, 1.3, 1.4, 2.3, 3.1, 3.3	Uses vocabulary appropriate to context and to establish a supportive and learning environment Uses listening and questioning techniques to confirm or show understanding of different perspectives
Navigate the world of work	1.1, 2.5, 3.4	Recognises and responds to explicit and implicit organisational procedures and protocols Understands how own role meshes with others and contributes to broader goals
Interact with others	1.2, 1.3, 1.4, 2.2, 2.3, 3.1, 3.3	Selects and uses appropriate conventions and protocols when communicating with co-workers in a range of work contexts Recognises the importance of building rapport to establish effective working relationships Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction Negotiates with others to achieve joint/agreeable outcomes playing an active role in facilitating consensus in potentially contentious situations
Get the work done	1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.4	Uses logical planning processes to organise, implement and monitor learning and development needs Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Evaluates outcomes of decisions to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLED401 Develop teams and individuals Release 2	BSBLED401 Develop teams and individuals Release 1	Updated to clarify assessment requirements	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLED401 Develop teams and individuals

Modification History

Release	Comments
Release 2	This version released with BSB Business Services Training Package Version 2.0. Version created to clarify assessment requirements
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

systematically identify and implement learning opportunities for others

collect feedback on team and individual performance

give and receive feedback from team members to encourage participation in and effectiveness of the team

collaboratively develop learning plans to match skill needs of individuals and groups

provide mentoring and coaching assistance to teams and individuals

monitor and review workplace learning.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe facilitation techniques to encourage team development and improvement

outline organisational policies, plans and procedures for developing teams

identify career paths and competency standards relevant to the industry.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to:

office equipment and resources

learning and development plans, policies and procedures

case studies and, where available, real situations

interaction with others.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLED805 Plan and implement a mentoring program

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and implement a mentoring program for a particular section or group within an educational organisation, or for a specific business purpose or objective within an enterprise whose core business is not education, or as a collaborative partnership spanning more than one organisation (such as to advance occupational or industry-specific skill needs).

It applies to individuals who plan, develop, implement, monitor and evaluate a mentoring program that results in learning forged through a defined and active learning partnership with a mentor. The program should develop and use tools that enhance both the learning and the phased relationship, and it should be monitored and evaluated to ensure it explores and meets the mentee’s learning needs.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Learning and Development

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan mentoring program	1.1 Determine benefits of, and need for, a mentoring program 1.2 Define mentoring program purpose and objectives 1.3 Develop mentoring program plan with appropriate outcomes, in consultation with key stakeholders 1.4 Establish relevant management structures and wider support requirements 1.5 Determine mentoring program modes and methods 1.6 Determine methods and resources required to report mentoring program outcomes
2. Develop tools and materials to support mentoring program	2.1 Develop range of tools and resources appropriate to mentoring program modes and methods 2.2 Establish mentor and mentee selection criteria, procedures and tools 2.3 Establish formal requirements for mentor-mentee relationship and communicate these requirements to all parties 2.4 Establish rules, procedures and requirements encompassing key accountabilities and responsibilities 2.5 Develop means to report and collate outcomes from mentor–mentee relationship
3. Coordinate mentor and mentee relationships	3.1 Implement strategies for recruiting and accurately matching mentors with mentees 3.2 Induct mentors and mentees into program 3.3 Ensure plans required for personal growth are developed by mentors and mentees 3.4 Cultivate rapport, mutual trust and teamwork in mentoring relationship 3.5 Consider and address cultural differences and diversity issues in all mentor-mentee communications 3.6 Use data and reporting tools supporting program to monitor mentor-mentee relationship
4. Evaluate mentoring program	4.1 Complete mentoring record-keeping and reporting requirements using agreed technology, reporting processes and procedures 4.2 Evaluate mentoring program against agreed outcomes and report through relevant management structures 4.3 Document improvement opportunities for future mentoring programs based on program evaluation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.6, 2.1-2.5, 3.1-3.3, 3.6, 4.1-4.3	Interprets textual information obtained from a range of sources and determines how content may be used to meet requirements
Writing	1.1-1.6, 2.1-2.5, 3.1, 3.2, 4.1-4.3	Communicates complex relationships between ideas and information by creating reports Documents results of mentoring program using required organisational formats
Oral Communication	1.3, 2.3, 2.5, 3.1, 3.2, 3.4, 3.5, 4.2	Uses appropriate language to provide information and encourage discussions Applies listening and questioning techniques to check and confirm understanding
Navigate the world of work	4.1	Adheres to organisational policies and procedures
Interact with others	1.3, 2.3, 3.2, 3.4, 3.5, 4.2	Tailors communication to achieve its purpose, demonstrating understanding of needs of particular audiences Collaborates with others to set and facilitate shared outcomes Invests time and energy in building rapport with others as an integral part of interactions
Get the work done	1.1-1.6, 2.1, 2.2, 2.4, 2.5, 3.1, 3.6, 4.3	Plans, organises and implements tasks required for mentoring program, including coordinating schedules for interviews and sessions with others Identifies and analyses issues to aid in decisions about appropriate modes, methods and resources Evaluates outcomes of decisions, considering results from a range of perspectives and identifying key concepts and principles that may be adaptable to future situations Uses digital tools to store, access and organise information about the mentoring program

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLED805 Plan and implement a mentoring program	BSBLED705A Plan and implement a mentoring program	Updated to meet Standards for Training Packages Recoded to meet AQF Standards	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLED805 Plan and implement a mentoring program

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop a mentoring program plan in consultation with others including:

establishing a management structure

determining support structures

establishing methods and resources to achieve designated outcomes

mentor and mentee selection process

develop appropriate tools and resources for a mentoring program

establish mentor-mentee policies and procedures

coordinate mentor-mentee communications

evaluate and document results of mentoring program.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain the purposes and benefits of a mentoring program

outline the components of a mentoring program plan

explain mentoring program design principles

explain the roles of a mentor and a mentee

explain criteria that could be used to screen and match mentors and mentees

identify legislation and organisational policies relevant to mentoring, including confidentiality and privacy requirements

explain how resource requirements vary according to the mentoring program mode

describe how mentoring program data is collected and where data is stored

outline methods for evaluating and reporting on mentoring programs.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to:

office equipment and resources

relevant legislation and workplace documents

case studies and, where available, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLED806 Plan and implement a coaching strategy

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan and develop a coaching strategy and to monitor implementation of the coaching program within an organisational context. A coaching strategy may be:

an internal program forming part of the professional development activities of an educational organisation (such as a Registered Training Organisation) or an enterprise whose core business is not education

developed for an external client, for example as part of the range of learning services offered or conducted in a collaborative partnership with more than one organisation.

It applies to individuals working to ensure learning advances individual and organisational capabilities. Leaders in learning are typically required to develop and implement coaching strategies in a systematic manner, and to monitor, review and improve strategies to optimise learning outcomes for individuals and the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Learning and Development

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop coaching strategy	1.1 Research and review need for and role of, coaching within an organisation 1.2 Establish a framework for coaching strategy based on organisational context and needs 1.3 Determine roles, responsibilities and outcomes for key individuals involved in coaching strategy 1.4 Develop timelines for coaching strategy implementation in consultation with stakeholders 1.5 Obtain organisational support for coaching strategy in accordance with organisational procedures
2. Prepare for coaching strategy implementation	2.1 Plan coaching program and coaching models to suit coaching strategy and the organisation’s worker and employer issues 2.2 Design induction and training requirements 2.3 Design tools and resources for coaches and trainees 2.4 Analyse legal, regulatory and organisational compliance requirements for coaches 2.5 Establish recruitment processes for coaches and trainees
3. Implement coaching strategy	3.1 Promote coaching program 3.2 Recruit and select coaches and trainees 3.3 Establish tools, mechanisms and procedures for matching and managing coachtrainee relationship 3.4 Induct, match and brief coaches and trainees
4. Monitor and support coaching strategy	4.1 Ensure coaching strategy is implemented consistently with work practices and operational requirements 4.2 Provide coaches with access to professional development and support necessary to acquit their role effectively and efficiently 4.3 Design techniques and practices for resolving differences and problems in coaching relationships 4.4 Monitor coaching relationships to ensure accordance with organisational policies and procedures 4.5 Recognise and acknowledge positive contribution individuals make to coaching activities
5. Review and report on coaching strategy	5.1 Collect, analyse and report data on coaching outcomes at individual or group level, in line with organisational context and needs 5.2 Identify and promote ongoing opportunities for coaching in accordance with individual and organisational context and needs 5.3 Evaluate coaching strategy, document findings and present recommendations for improvement to relevant others

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 2.1-2.5, 3.3, 3.4, 4.1, 4.3, 4.4	Analyses and evaluates information from various sources to plan, implement and review a coaching strategy
Writing	1.2-1.4, 2.1-2.3, 2.5, 3.3, 4.1, 4.3, 5.3	Records results of research and analysis of information and consultations using clear and comprehensible language and layout Documents plans, processes and procedures to support the organisational coaching strategy Reports on outcomes of mentoring program using language and layout appropriate to audience and context
Oral Communication	1.4, 1.5, 3.1, 3.2, 3.4, 4.5, 5.2	Uses appropriate language to provide information and encourage discussion Applies listening and questioning techniques to check and confirm understanding
Numeracy	1.4	Uses basic mathematical calculations and arranges sequential numerical information to develop coaching timelines
Navigate the world of work	1.5, 2.4, 4.1, 4.4, 5.1, 5.2	Adheres to organisational policies, procedures and standards and considers own role in terms of its contribution to broader goals of work environment Adheres to legislation and regulations relevant to own role
Interact with others	1.4, 1.5, 3.1, 3.4, 4.3, 4.5, 5.1, 5.2, 5.3	Tailors communication to achieve its purpose, demonstrating understanding of the needs of particular audiences Collaborates with others to set and facilitate shared outcomes Invests time and energy in building rapport with others as an integral part of all work-based interactions
Get the work done	1.1-1.5, 2.1, 2.5, 3.2, 3.3, 4.2, 4.3, 5.1-5.3	Plans, organises and implements tasks required to plan, implement and monitor coaching in workplace Systematically gathers and analyses relevant information and evaluates options to make informed decisions Evaluates outcomes of decisions to identify opportunities for improvement Uses analytical processes to anticipate or address problems, generating possible solutions depending on differing operational contingencies and environments Uses digital tools to store, access and organise information about the coaching program

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLED806 Plan and implement a coaching strategy	BSBLED706A Plan and implement a coaching strategy	Updated to meet Standards for Training Packages Recoded to meet AQF Standards	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLED806 Plan and implement a coaching strategy

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop a coaching strategy according to organisational needs including:

developing a timeline for implementation of strategy

seeking support from appropriate others

plan and design a coaching program including:

designing tools and resources

analysing compliance requirements

establishing recruitment processes

implement coaching strategy according to operational requirements

ensure coaches are supported according to relevant policies and procedures

monitor, review and report on implementation, utilising coaching data to recommend improvements to the coaching strategy.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain basic coaching techniques

list and describe the components of a coaching strategy

explain coaching program design principles

explain how resource requirements vary according to the coaching program model used

explain the methods used to match and manage coaches and trainees

outline techniques and practices for resolving differences between coaches and trainees

identify legislation, regulations, policies, procedures and guidelines relating to workplace coaching, including confidentiality and privacy requirements

describe how coaching program data is collected and where data is stored

outline methods for evaluating and reporting on coaching programs.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to:

workplace policies and procedures

office equipment and resources

case studies and, where available, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLED807 Establish career development services

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan, implement and evaluate career development services in accordance with professional standards to facilitate well-considered career decision-making by participants.

It applies to individuals seeking to provide career development services in accordance with professional standards.

A wide range of career development programs and services may be provided in many different jurisdictions and delivery settings. Their object is to assist individuals gain the knowledge, skills, attitudes and behaviours required to manage their life, learning and work in self-directed ways.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Learning and Development

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Apply career development standards	1.1 Research contemporary career development theories, models, frameworks and strategies for specific context and target group 1.2 Analyse codes of professional conduct and career development standards, and how they can be applied in work practice 1.3 Apply regulatory requirements, policies, guidelines, standards and resources 1.4 Plan for and undertake ongoing personal professional development 1.5 Apply career development standards to all aspects of work role 1.6 Establish and maintain relationships with professional peers and service providers
2. Plan for career development services	2.1 Apply career development theories in preparation to work with specific target groups 2.2 Analyse career development needs of specific target groups 2.3 Plan for support systems and resources required to provide high-quality career development service delivery in specific context and for target group 2.4 Apply effective action-planning skills in career development counselling services 2.5 Establish ongoing professional and followup support for clients of career development services
3. Implement career development services strategies	3.1 Develop strategies for career development services to reflect contextual needs and aspirations of specific target group 3.2 Encourage individuals to commit to, and access, career development services 3.3 Establish mechanisms to followup provision of career development services 3.4 Implement strategies to ensure records storage, security and privacy in accordance with professional and organisational requirements 3.5 Establish referral procedures and contacts
4. Review career development services delivery strategies and plans	4.1 Review career development services and service delivery strategies against plans and standards, and identify any gaps 4.2 Advocate for target group and individual career development needs and choices 4.3 Determine strategies to improve quality of career development services 4.4 Discuss alternative career development strategies with key stakeholders

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	1.4	Identifies and implements strategies to update own skills and knowledge
Reading	1.1-1.5, 2.1-2.5, 3.1-3.5, 4.1. 4.3	Identifies, analyses and evaluates information from various complex texts to assess career development standards and establish career development services
Writing	1.1, 1.4, 2.1-2.5, 3.1, 3.3-3.5, 4.1-4.3	Records results of research and analysis using clear and comprehensible language and layout Uses various strategies to plan, draft, review and proofread own writing relating to career development services
Oral Communication	1.6, 3.2, 4.2, 4.4	Presents information and discusses ideas using vocabulary and features appropriate to the target groups Uses listening and questioning skills to confirm and clarify understanding
Navigate the world of work	1.2, 1.3, 1.5, 3.4	Adheres to organisational policies, procedures and standards and considers own role in terms of its contribution to broader goals of work environment Keeps up-to-date with legislative requirements and considers implications of these when negotiating, planning and undertaking work
Interact with others	1.6, 3.2, 4.2, 4.4	Tailors communication to achieve its purpose, demonstrating understanding of the needs of the particular audience Invests time and energy in building rapport and positive working relationships with others as an integral part of work-based interactions
Get the work done	1.2, 1.4, 2.1-2.5, 3.1, 3.3-3.5, 4.1, 4.3	Plans, organises and implements tasks required to provide career development services and supports according to required standards Systematically gathers and analyses relevant information and evaluates options to make informed decisions about career development strategies Evaluates outcomes of decisions to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLED807 Establish career development services	BSBLED707A Establish career development services	Updated to meet Standards for Training Packages Recoded to meet AQF Standards	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLED807 Establish career development services

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

collect, evaluate and use information to inform career development strategies, support systems and resources

analyse, plan, implement and evaluate career development services, in accordance with legislative requirements, policies, guidelines and standards

identify own professional development needs and complete required professional development activities

determine the needs of specific target groups

communicate with others to provide professional support and advocacy services

review and improve career development services, in consultation with other people.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe current career development theories

explain what career development standards are and their impact on career development services

outline legislative and regulatory requirements relevant to career development

outline organisational policies relating to career development

explain why researching and understanding the target group is crucial in providing support on career development and career choices.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to:

office equipment and resources

organisational policies and procedures

legislative and regulatory requirements

case studies and, where available, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLED808 Conduct a career development session

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to conduct career development sessions that promote well-considered career choices. It also covers applying appropriate career development theory; assisting individuals to make informed career choices; communicating professionally to promote career development outcomes; and using resources and technology to support career development sessions.

It applies to individuals seeking to conduct career development sessions in accordance with professional standards.

Careers are unique to each person and vary with specific target audiences. Career development sessions may be provided in a variety of ways given different organisational contexts, individuals involved and delivery settings. The professional expertise of the provider and their use of effective interpersonal and communication skills are central to the success of a career development session.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Learning and Development

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Apply appropriate career development theory	1.1 Research major career development theories and models 1.2 Analyse differences between advice, information provision and professional standards in relation to career development 1.3 Apply theory in an appropriate manner, both to individuals involved and in context for a career development session 1.4 Evaluate models appropriate for individual and group career development sessions 1.5 Analyse diversity of individuals and target group, when planning a career development session
2. Conduct career development sessions	2.1 Conduct career development counselling in a clear and unambiguous manner 2.2 Complete problem and goal clarification to satisfaction of all involved 2.3 Utilise key skills to successfully complete career development sessions 2.4 Identify common patterns of thinking, feeling and behaviour limiting making or acting on well-considered choices, and devise counter strategies 2.5 Effectively apply rapport building and attending skills 2.6 Ensure participants set personal goals and make informed choices in career development session 2.7 Consistently apply effective responding skills when giving feedback on progress during career counselling session
3. Assist individuals make informed career choices	3.1 Assist individuals to identify career development needs 3.2 Determine individual needs and aspirations holistically, in context of individuals’ lives 3.3 Identify individual career development needs that fall outside scope of practice of career development service provider 3.4 Refer individuals to or inform them of, appropriate sources of further information or career development support services where required
4. Communicate professionally to promote career development outcomes	4.1 Communicate accurate assessment of individual needs 4.2 Create cooperative and productive environment for conduct of career development session 4.3 Create a climate of trust, comfort and safety for conduct of career development sessions 4.4 Complete career development work in an ethical, cooperative and respectful manner within team and wider organisational context
5. Use resources and technology to support career development sessions	5.1 Acquire, record and prepare relevant information prior to a career development session 5.2 Prepare accurate records and reports in accordance with professional conduct and career development standards 5.3 Assist individuals to use relevant support resources and technology 5.4 Monitor support resources and technology to ensure they support quality outcomes for career development services

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 5.1, 5.2, 5.4	Analyses, identifies and interprets information in a range of text types relevant to career development
Writing	1.1-1.5, 5.1, 5.2, 5.4	Records results of research and analysis using clear language and layout Creates accurate records and reports according to required standards and formats
Oral Communication	1.3, 2.1-2.7, 3.1, 3.4, 4.1-4.4, 5.3	Interacts effectively in verbal exchanges, using active listening and questioning to convey and clarify information Clearly explains detailed information using language, tone and pace appropriate to audience
Navigate the world of work	4.4, 5.2	Understands and adheres to professional and ethical standards of behaviour
Interact with others	1.3, 2.1-2.7, 3.1-3.4, 4.1-4.4, 5.3	Tailors communication to achieve its purpose, demonstrating a sophisticated understanding of needs, interests, issues and priorities of each individual Uses a variety of presentation techniques to present information during career development sessions Invests time and energy in building rapport with others as an integral part of all work-based interactions
Get the work done	1.1, 1.2, 1.4, 1.5, 3.1-3.4, 5.1, 5.2, 5.3, 5.4	Plans, organises, implements and monitors tasks required to prepare, conduct and report on career development sessions Systematically gathers and analyses relevant information to make informed decisions about how to tailor sessions to meet individual needs Uses, and assists others to use, digital tools and technologies to support career development sessions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLED808 Conduct a career development session	BSBLED708A Conduct a career development session	Updated to meet Standards for Training Packages Recoded to meet AQF Standards	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLED808 Conduct a career development session

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse, plan, implement and evaluate individual and target group career development needs, with an awareness of diversity and ethical requirements

plan career development sessions according to career development theories and models and career development needs

use effective communication skills to conduct career development sessions, and provide career counselling and information

collect, assess and store information for use in a career development services setting.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain the major career development theories and models

describe common patterns of thinking, feeling and behaviour and their impact on individual career choices

explain the key skills required to deliver career development sessions

explain some ways to build rapport with individuals and groups

outline concepts and principles relating to service provision, including lifelong learning, holistic career development, career decision-making, career coaching, career maintenance, work satisfaction, employability, enterprising, positive uncertainty and planned happenstance

explain what career development standards are and their impact on career counselling

outline legislative and regulatory requirements relevant to career counselling

outline organisational policies relating to career counselling.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to:

office equipment and resources

relevant career development documentation and resources

case studies and, where available, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLED809 Identify and communicate trends in career development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to conduct research to identify and communicate career trends. It establishes the need to interact professionally with others in assessing career needs, to effectively assist clients identify competencies they require for a career and employability in a given context. It also examines how to maintain quality of career development services and professional practice.

It applies to individuals seeking to identify and communicate trends in career development.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Learning and Development

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research and confirm career trends	1.1 Apply knowledge of changing organisational structures, lifespan of careers and methods of conducting work search, recruitment and selection processes 1.2 Analyse changing worker and employer issues, rights and responsibilities in context of changing work practices 1.3 Examine importance of quality careers development services 1.4 Maintain all research, documentation, sources and references (electronic or physical) to a high degree of currency and relevance 1.5 Analyse implications of relevant policy, legislation, professional codes of practice and national standards relating to worker and employer issues 1.6 Research changes and trends in theory of career development counselling and practice 1.7 Confirm clusters, levels and combinations of transferable employability skills and preferences that may open employment options spanning more than one occupation or career pathway
2. Assess and confirm ongoing career development needs of target group	2.1 Analyse history and records in assessing needs of target group 2.2 Assess success of previous career development services and techniques used for individual or target group 2.3 Deploy other means to investigate appropriate care and counselling approaches as required 2.4 Maintain privacy and security of all data, research and personal records according to relevant policy, legislation, professional codes of practice and national standards 2.5 Establish existing work-life balance requirements, issues and needs
3. Maintain quality of career development services and professional practice	3.1 Analyse and review relevance of career theories, models, frameworks and research for target group 3.2 Incorporate into career development services and professional practice, major changes and trends influencing workplace and career-related options and choices 3.3 Comply with all relevant policy, legislation, professional codes of practice and national standards that influence delivery of career development services

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2-1.7, 2.1-2.4, 3.1-3.3	Interprets structurally complex career development information from multiple sources to identify trends, needs and compliance requirements
Writing	1.2-1.7, 2.1-2.4, 3.1, 3.2	Records results of research and analysis using clear language and layout Creates accurate documents according to required standards and formats
Navigate the world of work	1.2, 1.5, 2.4, 3.3	Adheres to organisational policies and procedures and considers own role in terms of its contribution to broader goals of work environment Keeps up-to-date with legislation and regulations relevant to rights and responsibilities and considers implications of these when negotiating, planning and undertaking work
Get the work done	1.2, 1.3, 1.4, 1.6, 1.7, 2.1-2.3, 2.5, 3.1, 3.2	Plans, organises and implements tasks required to gather and maintain current information about career development Systematically gathers and analyses information to make decisions about career development needs and services Uses digital technologies to access and store information Understands importance of monitoring and controlling access to digitally stored and transmitted information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLED809 Identify and communicate trends in career development	BSBLED709A Identify and communicate trends in career development	Updated to meet Standards for Training Packages Recoded to meet AQF Standards	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLED809 Identify and communicate trends in career development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

research and analyse current economic, labour market, employment, career and vocational, educational and training trends

identify choices and career development needs for individuals and target groups within a given context

report and document management of research and career development materials

comply with all relevant local, state/territory and national legislation, policies and practices.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain client care and counselling techniques and processes in the context of career development services

describe diversity and its potential effects on career choices

outline human psychological development and needs in relation to careers development

outline relevant policy, legislation, codes of practice and standards relevant to career development

explain recruitment and selection processes in the context of career development services

describe a range of data gathering and research techniques

explain techniques used to analyse trends.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to:

office equipment and resources

relevant legislation, regulations and codes of conduct

relevant career development documentation and resources

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT401 Show leadership in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to lead teams and individuals by modelling high standards of conduct to reflect the organisation's standards and values.

It applies to individuals who are making the transition from being a team member to taking responsibility for the work and performance of others and providing the first level of leadership within the organisation. These managers have a strong influence on the work culture, values and ethics of the teams they supervise.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Model high standards of management performance and behaviour	1.1 Ensure management performance and behaviour meets the organisation’s requirements 1.2 Ensure management performance and behaviour serves as a positive role model for others 1.3 Develop and implement performance plans in accordance with organisation’s goals and objectives 1.4 Establish and use key performance indicators to meet organisation’s goals and objectives
2. Enhance organisation’s image	2.1 Use organisation’s standards and values in conducting business 2.2 Question, through established communication channels, standards and values considered to be damaging to the organisation 2.3 Ensure personal performance contributes to developing an organisation which has integrity and credibility
3. Make informed decisions	3.1 Gather and organise information relevant to the issue/s under consideration 3.2 Facilitate individual’s and team’s active participation in decision-making processes 3.3 Examine options and assess associated risks to determine preferred course/s of action 3.4 Ensure decisions are timely and communicate them clearly to individuals and teams 3.5 Prepare plans to implement decisions and ensure they are agreed by relevant individuals and teams 3.6 Use feedback processes effectively to monitor the implementation and impact of decisions

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 1.4, 2.1, 3.1, 3.3, 3.5, 3.6	Gathers, interprets and analyses text relating to organisational goals, standards and values to aid planning and decision making
Writing	1.3, 1.4, 3.1, 3.3, 3.5, 3.6	Records and reports key information related to the organisational goals, standards and objectives Researches, plans and prepares documentation for relevant stakeholders
Oral Communication	1.2, 1.3, 2.2, 2.3, 3.2, 3.4, 3.5, 3.6	Uses appropriate structure and language when developing performance plans, or when seeking and providing information about organisational goals and objectives
Numeracy	1.4	Identifies and comprehends mathematical information in familiar texts to establish key performance indicators
Navigate the world of work	1.1, 1.2, 1.3, 1.4, 2.1, 2.3	Understands how own role meshes with others and contributes to broader work goals Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of the work environment
Interact with others	1.2, 1.3, 2.2, 2.3, 3.2, 3.4, 3.5, 3.6	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective outcomes Recognises the importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate with whom, why and how
Get the work done	1.1, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6	Develops plans to manage relatively complex, non-routine tasks with an awareness of how they contribute to longer term operational and strategic goals Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information and identifying and evaluating options against agreed criteria Evaluates effectiveness of decisions in terms of how well they meet stated goals

Range of Conditions

This section specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Organisation’s standards and values must be identified by considering:	explicitly stated values values that are implied by the way the organisation conducts its business.

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT401 Show leadership in the workplace	BSBMGT401A Show leadership in the workplace	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT401 Show leadership in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify the organisation’s standards and values, whether stated or implied by the way the organisation conducts its business

evaluate own behaviour and performance against these and adjust to achieve required standards

develop and implement performance plans and key performance indicators (KPIs) to meet organisation’s goals and objectives

use established communication channels to raise questions about standards and values that may be damaging to the organisation

ensure own behaviour and performance contributes to the integrity and credibility of the organisation

facilitate processes to make decisions that are based on:

relevant information

examination of options and associated risks

input from relevant people

communicate about making and implementing decisions including:

facilitating agreement on the preferred course of action and implementation plans

monitoring and feedback on the implementation and impact of decisions.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how to identify an organisation’s standards and values when they are:

stated

implied

articulate organisational values and expectations of behaviour

explain basic theory of group behaviour

outline the organisation’s process for raising questions about standards and values

give examples of behaviours and performance that would typically be considered damaging to an organisation

explain concepts including:

organisational values

role modelling

integrity and credibility

leadership.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT402 Implement operational plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement the operational plan by monitoring and adjusting operational performance, planning and acquiring resources and providing reports on performance as required.

It applies to individuals who plan activities to achieve the measurable, stated objectives of the team and the organisation. At this level work will normally be carried out within routine and non-routine methods and procedures which require planning, evaluation, leadership and guidance of others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement operational plan	1.1 Collate, analyse and organise details of resource requirements in consultation with relevant personnel, colleagues and specialist resource managers 1.2 Implement operational plans to contribute to the achievement of organisation’s performance/business plan 1.3 Identify and use key performance indicators (KPIs) to monitor operational performance 1.4 Manage contingencies by adjusting the implementation of the operational plan in consultation with others 1.5 Provide assistance in the development and presentation of proposals for resource requirements in line with operational planning processes
2. Implement resource acquisition	2.1 Recruit and induct employees within organisation’s policies, practices and procedures 2.2 Implement plans for acquisition of physical resources and services within organisation’s policies, practices and procedures and in consultation with relevant personnel
3. Monitor operational performance	3.1 Monitor performance systems and processes to assess progress in achieving profit/productivity plans and targets 3.2 Analyse and use budget and actual financial information to monitor profit/productivity performance 3.3 Identify unsatisfactory performance and take prompt action to rectify the situation according to organisational policies 3.4 Provide mentoring, coaching and supervision to support individuals and teams to use resources effectively, economically and safely 3.5 Present recommendations for variation to operational plans to the designated persons/groups and gain approval 3.6 Implement systems, procedures and records associated with performance in accordance with organisation’s requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.4	Actively reinforces learning by applying new knowledge and skills in mentoring, coaching and supervising others
Reading	1.1-1.5, 2.1, 2.2, 3.1, 3.2, 3.6	Identifies, interprets, analyses and reviews textual information related to the operational plan and monitoring of operational performance
Writing	1.1-1.5, 2.1, 2.2, 3.2-3.6	Communicates relationships between ideas and information, matching style of writing to purpose and audience Researches, plans and prepares workplace documentation for relevant stakeholders using organisational formats
Oral Communication	1.1, 1.4, 1.5, 2.1, 2.2, 3.3, 3.4, 3.5	Participates in a variety of spoken exchanges with a range of audiences varying structure and language to suit the audience
Numeracy	1.1, 1.2, 1.3, 1.4, 1.5, 2.2, 3.1, 3.2, 3.3	Selects and uses familiar mathematical techniques to organise timely supply of adequate resources for the operational plan and to use budgetary information to monitor performance
Navigate the world of work	1.5, 2.1, 2.2, 3.3, 3.4, 3.6	Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of the work environment
Interact with others	1.1, 1.4, 1.5, 2.1, 2.2, 3.3, 3.4, 3.5	Selects and uses appropriate conventions and protocols when communicating with diverse individuals to build rapport, seek or present information Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group communication, influencing direction and taking a leadership role on occasion
Get the work done	1.1, 1.2, 1.3, 1.4, 1.5, 2.2, 3.1, 3.2, 3.3, 3.6	Takes responsibility for planning, organising, implementing and monitoring tasks required to achieve required outcomes Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information and identifying and evaluating options against agreed criteria Evaluates effectiveness of decisions in terms of how well they met stated goals Recognises and addresses an increasing range of familiar problems by implementing contingency plans

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT402 Implement operational plan	BSBMGT402A Implement operational plan	Updated to meet Standards for Training Packages. Edits to clarify intent of Performance Criteria.	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT402 Implement operational plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

interact with a range of people/groups to identify resource requirements, performance objectives, systems, procedures and records relating to the operational plan

vary the operational plan and gain approval to deal with contingencies

monitor operational performance against the performance objectives and budgets and take action to rectify unsatisfactory performance

plan and acquire physical and human resources using organisation’s systems and procedures

manage and support personnel to achieve performance objectives. including inducting new employees and providing mentoring and coaching

present information and recommendations to support implementation and variation of the operational plan

document and provide reports on performance as required by the organisation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe performance monitoring systems and processes

describe methods for problem solving

explain how organisational policies and procedures relate to the operational plan.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

organisational operational plans, policies and procedures

workplace documentation and resources including budgets, physical and human resource procurement documentation, employee induction and performance monitoring procedures

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT403 Implement continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement the organisation’s continuous improvement systems and processes. It covers using systems and strategies to actively encourage the team to participate in the process, monitoring and reviewing performance, and identifying opportunities for further improvements.

It applies to managers who have an active role in implementing the continuous improvement process to achieve the organisation's objectives. Their position is closely associated with the creation and delivery of products and services which means that they have an important role in influencing the ongoing development of the organisation.

At this level, work will normally be carried out within routine and non-routine methods and procedures, which require planning, evaluation, leadership and guidance of others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement continuous improvement systems and processes	1.1 Implement systems to ensure that individuals and teams are actively encouraged and supported to participate in decision making processes, assume responsibility and exercise initiative 1.2 Communicate the organisation’s continuous improvement processes to individuals and teams, and obtain feedback 1.3 Ensure effective mentoring and coaching allows individuals and teams to implement the organisation’s continuous improvement processes
2. Monitor and review performance	2.1 Use the organisation’s systems and technology to monitor and review progress and to identify ways in which planning and operations could be improved 2.2 Improve customer service through continuous improvement techniques and processes 2.3 Formulate and communicate recommendations for adjustments to those who have a role in their development and implementation
3. Provide opportunities for further improvement	3.1 Implement processes to ensure that team members are informed of savings and productivity/service improvements in achieving the business plan 3.2 Document work performance to aid the identification of further opportunities for improvement 3.3 Manage records, reports and recommendations for improvement within the organisation’s systems and processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 3.2, 3.3	Evaluates and integrates facts and ideas to construct meaning from a range of text types in an effort to implement continuous improvement systems and processes
Writing	1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3	Selects vocabulary, grammatical structures and conventions appropriate to text Researches, plans and prepares continuous improvement documentation for relevant stakeholders
Oral Communication	1.2, 1.3, 2.3	Participates in a variety of spoken exchanges with a range of audiences using structure and language to suit the audience
Navigate the world of work	2.1	Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of the work environment
Interact the work of others	1.2, 1.3, 2.3, 3.1	Selects and uses appropriate conventions and protocols when communicating with diverse individuals to seek or share information Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group communication, influencing direction and taking a leadership role on occasion
Get the work done	1.1, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3	Takes responsibility for planning and organising own workload to achieve required outcomes Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information and identifying and evaluating options against agreed criteria Evaluates effectiveness of decisions in terms of how well they meet stated goals Uses digital applications to access and filter data, extract, organise, integrate and share relevant information Recognises the potential of new approaches to enhance work practices and outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT403 Implement continuous improvement	BSBMGT403A Implement continuous improvement	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT403 Implement continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

implement continuous improvement systems and provide mentoring and coaching support to enable individuals and teams to participate in decisions, take responsibility, show initiative and implement improvement processes

implement processes to inform team members about savings and productivity/service improvements achievements

communicate effectively to support the continuous improvement system and implementation of improvements

apply continuous improvement to customer services including internal and external customers

implement, monitor and adjust improvement plans, processes and procedures to improve performance

document performance to identify further opportunities for improvement

manage records and reports within the organisation’s systems and procedures.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

give examples of continuous improvement processes

list typical areas of need for coaching and mentoring to support continuous improvement

explain how change management techniques can support continuous improvement and initiative

identify the organisation’s systems and data that can be used for benchmarking and monitoring performance for continuous improvement.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT404 Lead and facilitate off-site staff

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to supervise staff who perform agreed duties at an alternative site (usually home) during some or all of the scheduled work hours. Off-site work is a flexible employment option that meets all legal and regulatory employment requirements.

It applies to individuals who may be supervisors or team leaders and have responsibility for overseeing the work of off-site staff.

Increasingly, managers and staff are at different locations and the opportunities for face to face communication are reduced. In these cases, individuals must develop different techniques and approaches to ensure quality standards and work outcomes are met.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Facilitate off-site work outcomes	1.1 Clarify roles and responsibilities of off-site work supervisors with management and off-site staff 1.2 Provide leadership and direction to off-site staff to foster independent self managed work practices that address agreed outcomes in terms of quality and milestones 1.3 Ensure that work objectives for off-site staff are linked to measurable targets and include agreed timeframes 1.4 Use participative, transparent decision making to review work allocation responsibilities of off-site staff and related on-site staff
2. Support off-site staff	2.1 Provide guidance to off-site staff to establish and maintain a supportive working environment in accordance with legal and organisational requirements 2.2 Assign key personnel/mentors to support off-site staff and to provide a link between offsite staff and the organisation 2.3 Establish and maintain effective working relations between on-site staff and off-site staff through regular meetings and other occasions used to build organisational culture and values
3. Manage off-site staff performance	3.1 Plan and conduct regular meetings to determine individual progress, identify needs, clarify and solve issues, and provide networking opportunities 3.2 Evaluate performance against agreed goals and targets and address in accordance with organisational policy and practice 3.3 Address problems in work performance through constructive solutions identified with offsite staff 3.4 Ensure evidence relating to performance is valid, documented and evaluated to identify learning and development requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3, 2.1, 3.2, 3.4	Uses various strategies to identify and interpret relevant information within job specifications and processes
Writing	1.1, 1.2, 1.3, 3.2, 3.4	Researches, plans and prepares documentation related to performance management outcomes using grammatical structures and conventions appropriate to the task
Oral Communication	1.1, 1.2, 1.4, 2.1, 2.3, 3.1, 3.3	Uses listening and questioning skills to discuss and seek opinion about roles and responsibilities Presents information to a range of audiences using structure and language to suit audience
Numeracy	1.2, 1.3	Selects and interprets mathematical information that is partly embedded in a range tasks to determine timelines and milestones
Navigate the world of work	2.1	Adheres to organisational policies, procedures and legislative requirements
Interact with others	1.1, 1.2, 2.1, 2.3, 3.3	Establishes and uses appropriate communication conventions and protocols to facilitate effective communication between staff Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group communication, influencing direction and taking a leadership role on occasion Recognises the importance of building rapport to establish effective working relationships Recognises the importance of taking audience, purpose and contextual factors into account when deciding what to communicate, with whom, and how
Get the work done	1.1, 1.3, 1.4, 2.2, 3.1, 3.2, 3.3, 3.4	Takes responsibility for planning and organising own workload and work tasks of others Uses systematic, analytical processes to evaluate performance or solve problems Uses a range of digitally based technology and applications to access and filter data, extract, organise, integrate and share relevant information Recognises the potential of new approaches to enhance work practices and outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT404 Lead and facilitate off-site staff	BSBMGT404A Lead and facilitate off-site staff	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT404 Lead and facilitate off-site staff

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

implement strategies to facilitate work and provide guidance, supervision and support for off-site staff to meet agreed work outcomes

facilitate communications with off-site staff, supervisors, managers and other relevant personnel to clarify roles and responsibilities, agree on work outcomes, maintain work relationships and manage performance

apply feedback and performance management methods for off-site staff.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

give examples of off-site work that are typical in the organisation or industry

explain challenges that are likely to arise with off-site work and strategies to address them

outline legal and ethical requirements and organisational policies and procedures that apply to off-site work.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation and regulations

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT406 Plan and monitor continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan and monitor the organisation’s continuous improvement systems and processes.

It applies to individuals who use various systems and strategies to actively encourage a team to monitor and review performance, identifying opportunities for improvements.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan continuous improvement systems and processes	1.1 Plan systems according to organisational policy to ensure individuals and teams are actively encouraged and supported to participate in decision-making processes, assume responsibility and exercise initiative 1.2 Communicate the organisation’s continuous improvement processes to individuals and teams, and obtain feedback 1.3 Ensure effective mentoring and coaching allow individuals and teams to implement the organisation’s continuous improvement processes 1.4 Support efforts to enhance sustainable and environmentally-friendly work practices in accordance with the organisation’s continuous improvement processes
2. Monitor and review performance	2.1 Use the organisation’s systems and technology according to agreed operational processes to monitor and review progress and to identify ways planning and operations could be improved 2.2 Improve customer service through continuous improvement techniques and processes according to requirements of the organisation’s continuous improvement systems and processes 2.3 Formulate and communicate recommendations for adjustments to those who have a role in their development and implementation
3. Provide opportunities for further improvement	3.1 Implement processes to ensure team members are informed of savings and productivity or service improvements in line with requirements of the business plan 3.2 Record work performance to assist in identifying further opportunities for improvement following agreed organisational recordkeeping processes 3.3 Manage records, reports and recommendations for improvement within the organisation’s systems and processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.2, 3.1-3.3	Selects and applies a range of reading strategies as appropriate to plan and monitor continuous improvement processes
Writing	1.1, 1.2, 2.1, 2.3, 3.1-3.3	Plans, monitors and communicates relationships relating to continuous improvement process, matching style of writing to purpose and audience
Oral Communication	1.1-1.3, 2.3, 3.1	Selects and uses appropriate strategies to establish and maintain spoken communication to gain commitment of individuals and teams to continuously improve
Navigate the world of work	1.1, 1.4, 2.1, 2.2, 3.1, 3.2	Adheres to organisational policies, procedures and business plans and considers own role for its contribution to broader goals of the work environment
Interact with others	1.1-1.3, 2.3, 3.1	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role Demonstrates an increasing awareness of the interplay of factors involved in any group interaction Recognises importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate, with whom, why and how
Get the work done	1.1, 1.3, 2.1, 2.2, 3.1, 3.3	Uses logical planning processes, and an increasingly intuitive understanding of context, to identify and plan ongoing improvements within the organisation Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information and identifying and evaluating options against agreed criteria Selects or supports new ideas based on their contribution to achievement of broader goals Uses digital systems and tools to achieve work goals

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT406 Plan and monitor continuous improvement	BSBMGT406A Plan and monitor continuous improvement	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT406 Plan and monitor continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

implement, monitor and adjust plans, processes and procedures to improve performance

demonstrate ways to support others to implement continuous improvement systems and processes

identify and report opportunities for further improvement.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain relevant principles and techniques associated with:

benchmarking

best practice

change management

continuous improvement systems and processes

quality systems.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT502 Manage people performance

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage the performance of staff who report to them directly. Development of key result areas and key performance indicators and standards, coupled with regular and timely coaching and feedback, provide the basis for performance management.

It applies to individuals who manage people. It covers work allocation and the methods to review performance, reward excellence and provide feedback where there is a need for improvement.

The unit makes the link between performance management and performance development, and reinforces both functions as a key requirement for effective managers.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Allocate work	1.1 Consult relevant groups and individuals on work to be allocated and resources available 1.2 Develop work plans in accordance with operational plans 1.3 Allocate work in a way that is efficient, cost effective and outcome focussed 1.4 Confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals 1.5 Develop and agree performance indicators with relevant staff prior to commencement of work 1.6 Conduct risk analysis in accordance with the organisational risk management plan and legal requirements
2. Assess performance	2.1 Design performance management and review processes to ensure consistency with organisational objectives and policies 2.2 Train participants in the performance management and review process 2.3 Conduct performance management in accordance with organisational protocols and time lines 2.4 Monitor and evaluate performance on a continuous basis
3. Provide feedback	3.1 Provide informal feedback to staff on a regular basis 3.2 Advise relevant people where there is poor performance and take necessary actions 3.3 Provide onthejob coaching when necessary to improve performance and to confirm excellence in performance 3.4 Document performance in accordance with the organisational performance management system 3.5 Conduct formal structured feedback sessions as necessary and in accordance with organisational policy
4. Manage follow up	4.1 Write and agree on performance improvement and development plans in accordance with organisational policies 4.2 Seek assistance from human resources specialists, where appropriate 4.3 Reinforce excellence in performance through recognition and continuous feedback 4.4 Monitor and coach individuals with poor performance 4.5 Provide support services where necessary 4.6 Counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary 4.7 Terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poorperformance continues

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	2.2, 3.3, 4.4	Consolidates and improves own knowledge and skills by coaching, mentoring or training others
Reading	1.2, 1.6, 2.4	Gathers, interprets and analyses texts in organisational documents to facilitate performance management
Writing	1.2, 1.4, 1.5, 1.6, 2.1, 2.3, 2.4, 3.4, 3.5, 4.1, 4.7	Plans and prepares documents for allocating work and managing performance suitable for the target audience and in accordance with organisational requirements
Oral Communication	1.1, 1.4, 1.5, 2.2, 2.3, 3.1, 3.2, 3.3, 3.5, 4.2-4.7	Uses language and structure appropriate to context and audience to explain expected standards of performance, provide feedback and coach staff
Numeracy	1.3, 1.4, 1.5, 1.6, 2.1, 2.4, 3.4, 4.1	Extracts and evaluates mathematical information embedded in a range of tasks and text relating to performance standards and risk analysis
Navigate the world of work	1.2, 1.6, 2.1, 2.3, 3.4, 3.5, 4.1, 4.7	Appreciates the implications of legal and regulatory responsibilities related to own work and the organisation as a whole Monitors adherence to organisational policies and procedures
Interact with others	1.1, 1.3, 1.4, 1.5, 2.2, 3.1, 3.2, 3.3, 4.2-4.6	Recognises and applies the protocols governing what to communicate to whom and how in a range of work contexts Collaborates with others to achieve joint outcomes, influencing direction and taking a leadership role on occasion
Get the work done	1.2, 1.3, 1.5, 1.6, 2.1, 2.4, 4.1, 4.2	Sequences and schedules complex activities, monitors implementation and manages relevant communication Seeks advice, feedback and support as required to assist in the decision-making process Uses experiences to reflect on the ways in which variables impact on performance

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT502 Manage people performance	BSBMGT502B Manage people performance	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT502 Manage people performance

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

consult with relevant stakeholders to identify work requirements, performance standards and agreed performance indicators

develop work plans and allocate work to achieve outcomes efficiently and within organisational and legal requirements

monitor, evaluate and provide feedback on performance and provide coaching or training, as needed

reinforce excellence in performance through recognition and continuous feedback

seek assistance from human resources specialists where appropriate

keep records and documentation in accordance with the organisational performance management system.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline relevant legislative and regulatory requirements

outline relevant awards and certified agreements

explain performance measurement systems utilised within the organisation

explain unlawful dismissal rules and due process

describe staff development options and information.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation

workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT605 Provide leadership across the organisation

Modification History

Release	Comments
Version 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to demonstrate senior leadership behaviour and personal and professional competence. Business ethics are also addressed in this unit.

It applies to individuals who have a role in inspiring and motivating others to achieve organisational goals and to model professionalism in their organisation and industry. Leadership is seen in the context of the organisational mission.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Communicate organisational mission and goals	1.1 Clarify objectives, values and standards in accordance with organisation’s strategic direction 1.2 Establish linkages between organisational objectives, values and standards and the responsibilities of relevant groups and individuals 1.3 Ensure media and language used is appropriate to individuals and group circumstances 1.4 State clear expectations of internal groups and individuals and explain in a manner which builds commitment to the organisation 1.5 Address expectations of the organisation 1.6 Investigate incidents promptly and communicate results clearly to relevant groups and individuals
2. Influence groups and individuals	2.1 Build trust, confidence and respect of diverse groups and individuals through positive role modelling and effective communication and consultation 2.2 Embrace, resource and effectively implement improvements to organisational and workplace culture 2.3 Demonstrate understanding of the global environment and new technology in work activities 2.4 Ensure actions convey flexibility and adaptability to change and accessibility 2.5 Ensure consultation and participation in decision making occurs with relevant groups and individuals where appropriate 2.6 Ensure decision making takes into account needs and expectations of both internal and external groups 2.7 Ensure decision making occurs in accordance with risk management plans for all options, and within appropriate timeframes 2.8 Ensure that the organisation is represented positively in the media and community
3. Build and support teams	3.1 Assign accountabilities and responsibilities to teams consistent with their competencies and operational plans 3.2 Ensure teams are resourced to allow them to achieve their objectives 3.3 Empower teams and individuals through effective delegation and support for their initiatives 3.4 Create and maintain a positive work environment 3.5 Encourage teams and individuals to develop innovative approaches to the performance of work
4. Demonstrate personal and professional competence	4.1 Model ethical conduct in all areas of work and encourage others to adopt business ethics 4.2 Adapt appropriate interpersonal and leadership styles to meet particular circumstances and situations 4.3 Set and achieve personal objectives and work program outcomes 4.4 Ensure self-performance and professional competence is continuously improved through engagement in a range of professional development activities 4.5 Participate regularly in industry/professional networks and groups

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	4.3, 4.4, 4.5	Actively looks for and accepts ways to maintain and improve own skills and knowledge
Reading	1.2, 1.3, 1.6, 2.7, 4.4, 4.5	Evaluates and integrates facts and ideas to construct meaning from a range of text types
Writing	1.1, 1.2, 1.3, 1.4, 1.6, 3.1, 4.3	Records and reports key information related to the outcomes of the job to interact effectively and appropriately with the team Researches, plans and prepares documentation using format and language appropriate to the audience
Oral Communication	1.1, 1.2, 1.4, 1.5, 1.6, 2.1, 2.5, 3.1, 3.3, 3.4, 3.5, 4.1, 4.2	Participates in a variety of spoken exchanges with clients, co-workers and stakeholders using structure and language appropriate to context and audience
Navigate the world of work	1.1, 1.2, 1.5, 1.6, 2.8, 3.1, 4.1	Works autonomously making high level decisions related to the achievement of organisational goals Reflects on designation of roles and responsibilities and how everyone’s role contributes to broader organisational goals Appreciates the implications of ethical and other organisational responsibilities in carrying out own role
Interact with others	1.3, 1.4, 1.6, 2.1, 2.4, 3.1, 3.3, 3.4, 3.5, 4.1, 4.2	Demonstrates sophisticated control over oral, visual and/or written formats, drawing on a range of communication practices to achieve goals Identifies strengths and limitations of own interpersonal skills and addresses areas that would benefit from further development Recognises the importance of building rapport in order to establish effective working relationships and inspire trust and confidence Collaborates and cooperates with others, playing an active role in leading and facilitating effective group interaction and influencing direction Facilitates a climate in which others feel comfortable to identify, explore and build on a variety of perspectives in order to achieve shared outcomes
Get the work done	1.1, 1.2, 1.6, 2.2-2.7, 3.1, 3.2, 3.5	Accepts responsibility for planning and sequencing complex tasks and workload of self and others, negotiating key aspects with others taking into account capabilities, efficiencies and effectiveness Applies problem solving processes to identify risks, evaluate options and determine solutions Facilitates a climate in which creativity and innovation are accepted as an integral part of achieving outcomes Actively identifies systems, devices and applications with potential to meet current and/or future needs

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT605 Provide leadership across the organisation	BSBMGT605B Provide leadership across the organisation	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT605 Provide leadership across the organisation

Modification History

Release	Comments
Version 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to use interpersonal and risk management skills to:

clearly communicate the organisation’s objectives, values and standards to a range of stakeholders using appropriate media and language

influence, support and provide resources for individuals and groups to:

participate in consultations and decision making processes

contribute to innovation and improvements

achieve their responsibilities and objectives

facilitate consultative decision making processes with relevant internal and external stakeholders

demonstrate ethical conduct and professional competence and continuing professional development

encourage others to adopt business ethics and build their commitment to the organisation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain business ethics and their application to leadership

outline leadership styles and their application in supporting the organisation’s mission, objectives and values

explain the impact of legislation in providing leadership in the organisation

explain the organisation’s mission, purpose and values

describe organisation objectives, plans and strategies

explain organisational change processes.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation, regulation, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT608 Manage innovation and continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to sustain and develop an environment in which continuous improvement, innovation and learning are promoted and rewarded.

It applies to people with managerial responsibilities who aim to build a better and more effective work environment. Continuous improvement and innovation have links with the model of the learning organisation and people working at this level play an important role in building the culture, values and attitudes of the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review programs, systems and processes	1.1 Establish strategies to monitor and evaluate performance and sustainability of key systems and processes 1.2 Undertake detailed analyses of supply chains, and operational, product and service delivery systems 1.3 Identify performance measures, and assessment tools and techniques, and evaluate their effectiveness 1.4 Analyse performance reports and variance from plans for key result areas of the organisation 1.5 Identify and analyse changing trends and opportunities relevant to the organisation 1.6 Seek advice from specialists, where appropriate, to identify technology and electronic commerce opportunities
2. Develop options for continuous improvement	2.1 Brief groups on performance improvement strategies and innovation as an essential element of competition 2.2 Foster creative climate and organisational learning by promoting interaction within and between work groups 2.3 Encourage, test and recognise new ideas and entrepreneurial behaviour where successful 2.4 Accept failure of an idea during trialling and recognise, celebrate and embed success into systems 2.5 Undertake risk management and cost-benefit analysis for each option or idea approved for trial 2.6 Approve innovations through agreed organisational processes
3. Implement innovative processes	3.1 Promote continuous improvement and sustainability as essential to doing business 3.2 Address the impact of change and consequences for people and implement transition plans 3.3 Ensure objectives, timeframes, measures and communication plans are in place to manage implementation 3.4 Implement contingency plans in the event of non-performance 3.5 Follow up failure by prompt investigation and analysis of causes and manage emerging challenges and opportunities effectively 3.6 Ensure that learnings from activities are captured and managed to inform future work 3.7 Regularly evaluate continuous improvement systems and processes 3.8 Communicate costs and benefits of innovations and improvements to relevant groups and individuals

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.6	Plans and implements strategies to review and improve own performance
Reading	1.1-1.5, 2.5, 2.6, 3.2-3.5, 3.7	Analyses, evaluates and integrates facts and ideas to construct meaning from a range of text types
Writing	1.1-1.5, 2.1, 2.5, 3.2, 3.3, 3.5, 3.6, 3.7, 3.8	Integrates information and ideas from a range of sources, utilising appropriate support materials Communicates complex relationships between ideas and information, matching style of writing to purpose and audience
Oral Communication	1.6, 2.1-2.4, 3.1, 3.5, 3.8	Participates in a variety of spoken exchanges with co-workers and stakeholders when developing options and implementing the continuous improvement plan
Numeracy	1.1-1.5, 2.5, 3.3	Selects and interprets mathematical information to analyse performance Performs calculations required to establish timeframes, cost-benefits and measures for continuous improvement and innovation processes
Navigate the world of work	2.6	Adheres to organisational policies and procedures and considers own role in terms of its contribution to broader goals of the work environment
Interact with others	1.6, 2.1-2.4, 3.1, 3.5, 3.8	Recognises the importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate, with whom, why and how Recognises the importance of building rapport to establish positive and effective working relationships Collaborates with others to achieve joint outcomes, playing an active role in encouraging innovation and facilitating effective group interaction
Get the work done	1.1, 1.2, 1.3, 1.5, 1.6, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.7	Plans, organises, implements or reviews organisational strategies, systems and processes Applies problem-solving processes to identify risks, evaluate options and determine solutions Uses lateral and analytical thinking to evaluate options against needs, resources and constraints before making decisions Facilitates a climate in which creativity and innovation are accepted as an integral part of achieving outcomes Recognises that the current way is only one way of doing something and explores possibilities that challenge current approaches Actively identifies systems, devices and applications with potential to meet current and or future needs, with the help of specialists

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT608 Manage innovation and continuous improvement	BSBMGT608C Manage innovation and continuous improvement	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT608 Manage innovation and continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse and evaluate systems and performance in key areas of the organisation and identify opportunities for improvement, seeking advice from experts as appropriate

promote the value of creativity, innovation and sustainability and recognise successes

support the testing and trialling of new ideas and undertake risk management and cost-benefit analysis for options

plan for and implement improvements using organisation’s processes for approvals, project management and change management

facilitate effective contributions to and communications about continuous improvement and innovation

capture insights, experiences and ideas for improvements and incorporate them into the organisation’s knowledge management systems and future planning.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline cost-benefit analysis methods

describe creativity and innovation theories and concepts

list organisational learning principles

identify quality management and continuous improvement theories

describe relevant risk management concepts

outline relevant sustainability practices.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT615 Contribute to organisation development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to contribute to the creation of an organisation development plan which ensures that the organisation will become more effective over time in achieving its goals.

It applies to individuals with organisation wide responsibilities who are critically involved in shaping and focussing the organisation so that it can adapt to new technologies, challenges and markets.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop organisation development plan	1.1 Analyse strategic plans to determine organisation development needs and objectives 1.2 Consult with relevant groups and individuals to profile the organisation’s culture and readiness for organisational development 1.3 Determine who will take key roles in the organisational development process and confirm their commitment 1.4 Collect and analyse data on areas of the business experiencing problems or that need realignment 1.5 Determine and agree on objectives and strategies for organisational development 1.6 Consider change management techniques required to achieve the workplace culture outcomes and build them into the organisation development plan 1.7 Develop communication/education plans to achieve communication objectives in relation to the desired work environment and desired approach to problemsolving and developmental activities
2. Implement organisation development activities	2.1 Identify and implement consultative processes to maximise participation in the organisation development process 2.2 Undertake team development and training activities to develop collaborative approaches to problemsolving and development 2.3 Facilitate groups to articulate problems and to propose means for resolving the problems 2.4 Manage conflict between individuals and/or groups to achieve consensus or agreement 2.5 Undertake interventions in accordance with the organisation development plan 2.6 Brainstorm alternative proposals and negotiate and agree on outcomes
3. Maintain organisation development program	3.1 Undertake surveys to identify any loss of support for organisational development programs and activities 3.2 Maintain regular team meetings and individual feedback in accordance with communication plan 3.3 Set out activities and interventions in the organisation development plan and maintain, evaluate and modify them as required 3.4 Ensure senior management reinforces organisation development program by ongoing messages of support and appropriate resource allocation 3.5 Evaluate organisation development plans in terms of costs and benefits, including opportunity costs

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	2.2	Participates in team development and training activities to develop skills and knowledge
Reading	1.1, 1.4, 1.5, 1.6, 1.7, 2.1, 2.5, 3.1, 3.2, 3.3, 3.5	Evaluates and integrates facts and ideas while reviewing and interpreting organisational development processes
Writing	1.1, 1.4, 1.5, 1.6, 1.7, 2.1, 3.1, 3.2, 3.3, 3.4, 3.5	Researches, plans and prepares documentation using vocabulary, grammatical structure and conventions appropriate to context and audience
Oral Communication	1.2, 1.3, 1.5, 2.1-2.6, 3.1, 3.2, 3.4	Applies appropriate strategies to extract main ideas from oral texts across a range of contexts in an effort to improve organisational development
Numeracy	1.1, 1.4, 1.5, 3.5	Selects and interprets a range of mathematical information to analyse performance, determine objectives and calculate cost-benefits of organisational development
Interact with others	1.2, 1.3, 1.5, 2.1-2.6, 3.1, 3.2, 3.4	Recognises the importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate, with whom, why and how Recognises the importance of supportive interaction and building rapport in order to establish positive and effective working relationships Collaborates with others to achieve joint outcomes, playing an active role in encouraging innovation and facilitating effective group interaction, influencing direction and taking a leadership role Manages conflict in the workplace through the recognition of contributing factors and by implementing resolution strategies
Get the work done	1.1, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 2.5, 2.6, 3.1, 3.3, 3.5	Develops flexible plans for complex, high impact activities with strategic implications that involve multiple stakeholders with potentially competing demands Systematically gathers and analyses all relevant information and evaluates options to make decisions about organisational development Considers whether others should be involved in decision making and, if so, uses collaborative processes Uses analytical and lateral thinking to review current practices and develop new ideas Actively identifies systems, devices and applications with potential to meet current and or future needs with the help of specialists

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT615 Contribute to organisation development	BSBMGT615A Contribute to organisation development	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT615 Contribute to organisation development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse information and data about the organisation and develop an organisation development plan including:

agreed objectives

change management and communications strategies

identified roles

implement the development plan including:

developing the team

managing conflict

solving problems

consult and communicate effectively with relevant stakeholders to:

determine agreed objectives and outcomes

manage conflict

monitor and promote participation in and support for the development activities

evaluate the development plan and make adjustments as appropriate.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how to maximise participation in and support for organisation development including strategies or techniques for:

change management

consultation

evaluating the process and outcomes

generating ideas and options

managing conflict and resolving problems

outline theories of organisational behaviour and dynamics relevant to planning and implementing organisational development

explain the impact of legislation on organisational development and change

list aspects of organisation culture that can affect organisation development and explain how to address them in planning and implementation.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation and regulation

workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT616 Develop and implement strategic plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to establish the strategic direction of the organisation, sustain competitive advantage and enhance competitiveness. It covers analysis and interpretation of relevant markets, capability assessment of the organisation and analysis of the organisation’s existing and potential competitors and allies. It also covers implementation of the strategic plan and developing specific actions and initiatives that will be undertaken by people working in various roles.

It applies to individuals working in senior roles in the organisation who have responsibility for ensuring that the organisation is positioned to ensure its long-term viability and success.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Confirm organisational vision and mission	1.1 Check with stakeholders that organisational vision and mission are still held to be current and are supported 1.2 Make any changes or refinements to vision or mission statement as required 1.3 Review or develop organisational values to support the vision and mission statement 1.4 Gain support for strategic planning process from all relevant stakeholders
2. Analyse the internal and external environment	2.1 Determine information requirements and undertake or commission research to deliver relevant information 2.2 Analyse political, economic, social, and technological developments in a global context 2.3 Seek advice from appropriate experts wherever necessary 2.4 Identify and consider strengths and weaknesses of existing and potential competitors and allies 2.5 Analyse organisation’s strengths, weaknesses, opportunities and threats 2.6 Consider cooperative ventures that are supported by risk and cost benefit analyses, are consistent with the organisational vision, mission and values and provide for due diligence 2.7 Check that analysis of internal and external environment is consistent with the perspectives of other informed people
3. Write strategic plan	3.1 Document relevant research and background for inclusion in the strategic plan 3.2 Formulate strategic objectives and strategies needed for the future 3.3 Detail each strategy with an assigned priority, a timeframe, responsible parties and measurable performance indicators 3.4 Circulate strategic plan for comment, support and endorsement
4. Implement strategic plan	4.1 Communicate strategic plan to all relevant parties 4.2 Brief people with a specific role in relation to strategies 4.3 Use performance indicators to monitor progress in implementing plan 4.4 Make necessary refinements to plan 4.5 Evaluate achievement of objectives at agreed milestones 4.6 Review effectiveness of plan and consider methods for improving strategic planning processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1, 2.2, 2.4-2.6, 3.1, 3.3, 4.4-4.6	Identifies and analyses complex organisational texts to determine business requirements Reviews, evaluates, interprets and applies content from a range of sources to aid in development of strategies
Writing	1.2, 1.3, 2.1, 2.2, 2.4-2.6, 3.1-3.3, 4.3- 4.6	Prepares strategic plans for relevant stakeholders incorporating appropriate vocabulary, grammatical structure and conventions Incorporates amendments to documents according to organisational requirements Collates and compiles data to convey specific information, requirements and recommendations
Oral Communication	1.1, 1.4, 2.3, 4.1, 4.2	Presents information and seeks advice using language and register appropriate to audience Participates in discussions using listening and questioning to elicit the views of others and to clarify or confirm understanding
Numeracy	2.6, 3.2, 3.3, 4.5, 4.6	Interprets and analyses statistical data and mathematical information to consider trends and resource implications of proposed strategies
Navigate the world of work	1.1-1.3	Works autonomously making high level decisions to achieve and improve organisational goals Takes a lead role in the development of strategies to achieve organisational goals
Interact with others	1.1, 1.4, 2.3, 3.4, 4.1, 4.2	Selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders to seek or share information Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role Seeks feedback or expert advice where required
Get the work done	1.3, 2.1, 2.2, 2.4-2.7, 3.2, 4.3-4.6	Develops flexible plans for complex, high impact activities with strategic implications, taking into account capabilities, efficiencies and effectiveness Systematically gathers and analyses all relevant information and evaluates options to inform decisions about organisational strategies Evaluates outcomes to identify opportunities for improvement Applies problem solving processes to identify risks, evaluate options and determine solutions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT616 Develop and implement strategic plans	BSBMGT616A Develop and implement strategic plans	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT616 Develop and implement strategic plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

consult and communicate effectively with relevant stakeholders to:

confirm or revise the organisation’s mission, vision and values

validate findings of research and analysis

get input to and endorsement of strategic plans

brief relevant parties about the plan

analyse organisation’s internal and external environment to formulate strategic plans including:

background and research relevant to the plan

legislation, regulations and codes of practice, including for intellectual property

objectives, strategies and priorities

roles and responsibilities

performance indicators

timeframes

consideration of co-operative ventures

cost-benefit and risk analysis

seek advice from appropriate experts wherever necessary

monitor and evaluate the implementation of the plan and make refinements as appropriate

review effectiveness of planning processes and identify opportunities for improvement.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the legislation, regulations and codes of practice relevant to the organisation’s strategic plan.

give examples of risks and risk management strategies relevant to strategic planning including:

intellectual property rights and responsibilities

other risks

outline strategic planning methodologies including political, economic, social and technological (PEST) analysis and strengths, weaknesses, opportunities and threats analysis (SWOT)

identify internal and external sources of information relevant to the organisation's market, competitors, customer base, vision, values and capabilities

outline techniques for developing organisational values.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation, regulations, standards and codes

workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT617 Develop and implement a business plan

Modification History

Release	Comments
Version 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.

It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop business plan	1.1 Review and evaluate preexisting strategic, business and operational plan, if available 1.2 Analyse and interpret business vision, mission, values and objectives 1.3 Consult with key stakeholders 1.4 Review market requirements for the product or service, profile customer needs and research pricing options 1.5 Develop performance objectives and measures through consultation with key stakeholders 1.6 Identify financial, human and physical resource requirements for the business 1.7 Consider any permits or licences that may be required for new activity 1.8 Write business plan
2. Monitor performance	2.1 Communicate business plan to all relevant parties and ensure understanding of performance requirements and timeframes 2.2 Ensure skilled labour is available to implement plan 2.3 Test performance measurement systems and refine, if necessary 2.4 Ensure timely reports on all key aspects of the business are available, userfriendly and balanced in terms of financial and nonfinancial performance 2.5 Report system failures, product failures and variances to the business plan as they occur
3. Respond to performance data	3.1 Analyse performance reports against planned objectives 3.2 Review performance indicators and refine if necessary 3.3 Ensure groups and individuals contributing to underperformance are coached, and provide training where appropriate 3.4 Review system processes and work methods regularly as part of continuous improvement

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.4, 1.7, 2.3, 3.1, 3.2, 3.4	Gathers, interprets and analyses textual information when developing the business plan and monitoring operational performance Utilises understanding of distinguishing structures and features of a range of text as well as recognising and reflecting on context, purpose and audience
Writing	1.1, 1.2, 1.4, 1.5, 1.8, 2.3, 2.5, 3.2, 3.3, 3.4	Communicates relationships between ideas and information, matching style of writing to purpose and audience Researches, plans and prepares business plan for relevant stakeholders
Oral Communication	1.3, 1.5, 2.1, 3.3	Presents information and seeks advice using language and features appropriate to audience Participates in discussions using listening and questioning to elicit the views of others and to clarify or confirm understanding
Numeracy	1.1, 1.4, 1.5, 1.6, 1.8, 2.3, 2.4, 3.1, 3.2	Extracts and evaluates mathematical information to review the market, research competitors and review pricing structures
Navigate the world of work	1.7	Takes full responsibility for identifying and complying with legislative requirements applicable to self and the organisation
Interact with others	1.3, 1.5, 2.1, 3.3	Selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders to seek or share information Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role Provides support in field of expertise to colleagues, as required
Get the work done	1.2, 1.4, 1.5, 1.6, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4	Sequences and schedules complex activities, monitors implementation and manages relevant communication Systematically gathers and analyses all relevant information and evaluates options in order to monitor performance and identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT617Develop and implement a business plan	BSBMGT617A Develop and implement a business plan	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT617 Develop and implement a business plan

Modification History

Release	Comments
Version 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse and research business vision, mission, values, objectives, goals, competitors, financial targets, management arrangements, marketing approaches and strategic, business and operational plans

write a business plan which includes a description of the business, products and services, financial, physical and human resource requirements, permit and licence requirements, marketing activity, financial indicators, productivity and performance targets for key result areas

implement a business plan including ensuring skilled labour is available, and that training is provided where appropriate

monitor and respond to business performance including evaluation of performance against key results indicators including profit and loss, community awareness or branding, environmental impact, governance, quality, sales, triple bottom line and the workforce

consult, communicate with and report to key stakeholders including business partners, financiers, customers, staff and technical advisers

provide an analysis of the strengths and weaknesses of a business plan.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline processes for developing business plans

describe performance objectives and measures including key performance indicators

identify key stakeholders.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

appropriate documentation and resources normally used in the workplace

strategic, business and operational plans

business information and data

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG413 Promote products and services

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to coordinate and review the promotion of an organisation’s products and services.

It applies to individuals with a broad knowledge of the promotion of products and services specific to an organisation. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan promotional activities	1.1 Identify and assess promotional activities to ensure compatibility with organisational requirements 1.2 Plan and schedule promotional activities according to the marketing needs of the organisation 1.3 Determine overall promotional objectives in consultation with designated individuals and groups 1.4 Ensure that timelines and costs for promotion of activities are realistic and consistent with budget resources 1.5 Develop action plans to provide details of products and services being promoted
2. Coordinate promotional activities	2.1 Ensure personnel and resources to support promotional activities are identified and prepared to facilitate the achievement of promotional goals 2.2 Identify and agree roles and responsibilities for delivery of promotional services and allocate to relevant personnel 2.3 Establish and conduct relationships with targeted groups in a manner which enhances the positive image of the organisation 2.4 Use networks to assist in the implementation of promotional activities
3. Review and report on promotional activities	3.1 Analyse audience feedback and data to determine the impact of the promotional activity on the delivery of products and services 3.2 Assess effectiveness of planning processes to identify possible improvements in future activities 3.3 Collect feedback and provide to personnel and agencies involved in promotional activity 3.4 Analyse costs and time lines to evaluate the benefits accruing from the promotional activities 3.5 Prepare conclusions and recommendations from verifiable evidence and provide constructive advice on future directions of promotional activities

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 3.1	Interprets, analyses and collates textual information relevant to promotional activities from a range of sources
Writing	1.2, 1.5, 2.3, 3.1, 3.3, 3.5	Uses clear and specific language to develop formal and informal documents for different audiences in accordance with organisational requirements
Oral Communication	1.3, 2.3, 3.3, 3.5	Actively participates in verbal exchanges of ideas and elicits the views and opinions of others by listening and questioning Uses clear and specific language to clarify, explain and present information relating to the promotional activity
Numeracy	1.4, 1.5, 3.1, 3.3, 3.4, 3.5	Classifies, analyses and compares numeric information, including costs and timelines, relevant to the promotional activity
Navigate the world of work	1.1	Adheres to legislative requirements and organisational policies and procedures
Interact with others	1.3, 2.3, 2.4, 3.3, 3.5	Selects and uses appropriate conventions and protocols with a range of stakeholders to project a professional image while seeking or sharing information Recognises the importance of building rapport to establish and maintain positive working relationships
Get the work done	1.2, 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5	Sequences and schedules complex activities, monitors implementation and manages relevant communication Uses systematic, analytical processes in complex, non-routine situations, gathering relevant information and identifying and evaluating options against agreed requirements Evaluates effectiveness of decisions in terms of how well they meet stated goals Uses a range of digital tools to access data, and to extract, organise, integrate and share relevant information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG413 Promote products and services	BSBMKG413A Promote products and services	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG413 Promote products and services

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify the context for the promotional activities including:

relevant legislation/regulations

organisation’s goals, objectives, systems, policies and procedures

budget and timelines

marketing needs and, if defined, marketing plans

objectives of the promotional activities

consult with relevant stakeholders to plan promotional activities to meet objectives, budget and timelines

coordinate promotional activities including:

allocation of personnel, roles and responsibilities

sourcing other resources and promotional products as appropriate

use of networks and relationships

analyse feedback and data to evaluate the effectiveness of planning processes and promotional activities and make recommendations on future directions of promotional activities.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the legislative and regulatory context of the organisation as relevant to the marketing plan

outline the planning processes for organising promotional activities

explain the organisation’s marketing objectives and how they support the overall business objectives

explain how common promotional activities could be used to support the marketing objectives with reference to

advertising

client functions

employee functions

media announcements

product launches

web pages.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG514 Implement and monitor marketing activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to apply and observe marketing plan objectives and action necessary improvements.

It applies to individuals who possess a sound theoretical knowledge base in advertising management, and demonstrate a range of managerial skills. In this role, they usually lead and coordinate a marketing team, implement a marketing plan, monitor performance of marketing strategies and evaluate their effectiveness.

They also involve team members in identifying improvements for marketing strategies and formulating recommendations for future marketing activities.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement marketing strategies and tactics	1.1 Brief stakeholders who participated in the marketing planning process on their implementation roles and responsibilities 1.2 Identify and brief marketing and nonmarketing personnel critical to success of the marketing plan, on objectives, performance measures, and their roles and responsibilities 1.3 Prioritise marketing strategies and identify resources for their implementation, in accordance with organisational requirements 1.4 Implement communication and team building strategies to ensure personnel responsible for each element of the marketing mix work together to meet the organisation’s marketing objectives 1.5 Implement strategies for monitoring marketing activities and analysing marketing performance, in accordance with marketing plan
2. Monitor marketing strategies and tactics	2.1 Monitor and implement promotional activity against communication objectives in the marketing plan 2.2 Monitor product, pricing and distribution decisions against organisational policy and objectives of the marketing plan 2.3 Monitor marketing results against targets in the marketing plan 2.4 Monitor marketing revenue and costs against budget, and analyse record variations 2.5 Prepare and present marketing reports indicating ongoing progress towards marketing objectives
3. Evaluate and improve marketing performance	3.1 Regularly assess marketing performance against objectives 3.2 Identify opportunities for improvement through discussion with customers and personnel responsible for each element of marketing mix 3.3 Change business practices in line with changing customer requirements to maintain business relevance and viability 3.4 Document recommendations for improvement in accordance with organisational requirements 3.5 Communicate changes to marketing objectives and targets with relevant stakeholders, to facilitate implementation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3-1.5, 2.1-2.4, 3.1, 3.4	Identifies and evaluates textual information to determine business achievements against workplace objectives
Writing	1.1, 1.2, 2.5, 3.4, 3.5	Uses clear, accurate and relevant language to organise and record information and complete workplace documentation
Oral Communication	1.1, 1.2, 1.4, 1.5, 2.5, 3.2, 3.5	Participates in verbal exchanges using appropriate language and non-verbal features Elicits views and opinions of others using active listening and questioning
Numeracy	1.3, 2.2-2.4	Uses mathematical techniques to analyse marketing performance, resource availability, revenue and cost
Navigate the world of work	1.3-1.5, 2.1-2.3, 2.5, 3.1, 3.4	Monitors adherence to organisational policies and objectives and considers own role in terms of its contribution to broader goals of work environment
Interact with others	1.1, 1.2, 1.4, 1.5, 2.5, 3.2, 3.5	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction Recognises importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate with whom, why and how
Get the work done	1.2, 1.3, 1.5, 2.1, 2.3, 2.4, 3.2, 3.3	Develops plans and uses effective time management and organisational skills to complete tasks with an awareness of how they may contribute to longer-term operational and strategic goals In more complex, non-routine situations, uses formal decision-making processes, setting or clarifying goals, gathering information and identifying and evaluating several choices against a limited set of criteria When dealing with complex issues identifies cause of the problem, and uses analytical processes to generate possible solutions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG514 Implement and monitor marketing activities	BSBMKG514A Implement and monitor marketing activities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG514 Implement and monitor marketing activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

successfully implement marketing strategies identified in an organisation’s marketing plan

coordinate personnel involved in conducting marketing activities

monitor, evaluate and report on marketing activities against defined objectives

modify marketing activities in line with new or emerging trends.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline organisational strategic and marketing objectives, plans and performance measures

summarise principles of marketing mix

explain key provisions of relevant legislation, codes of practice and national standards affecting marketing operations.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

office equipment and resources

relevant legislation, regulations, standards and codes

organisational and marketing strategic plans

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG521 Plan and implement sponsorship and event marketing

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to propose and implement sponsorships and events for specific brands/products.

It applies to individuals who are responsible for attracting a brand’s target audience to increase brand involvement. Individuals work across a variety of industries and possess a sound theoretical knowledge base, and demonstrate a range of managerial skills to ensure business activities are conducted legally and effectively.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Investigate sponsorship and event marketing opportunities	1.1 Research and identify sponsorship and event marketing opportunities 1.2 Analyse advantages and disadvantages of a range of sponsorships and events 1.3 Identify target audience for potential sponsorship and event marketing, and analyse motivation 1.4 Identify legal, cultural and ethical requirements related to sponsorship and event marketing 1.5 Use a range of criteria to select sponsorships and events which would be effective for marketing to the target audience
2. Plan sponsorship and event marketing	2.1 Develop and record objectives and purpose of sponsorship and event marketing 2.2 Analyse and record how sponsorships and events fit with other marketing strategies and business objectives 2.3 Calculate costs of chosen sponsorships and events, and establish a budget 2.4 Plan timelines for implementation and continuation of sponsorships and events 2.5 Produce and present a sponsorship and event marketing proposal in a format appropriate to the organisation
3. Initiate implementation of sponsorships and events	3.1 Initiate negotiations required to proceed with sponsorships and events 3.2 Draft contracts for sponsorships and events under guidance of relevant experts 3.3 Assemble required resources to implement sponsorship and event marketing 3.4 Brief key staff on their required input to sponsorships and events and schedule work
4. Monitor and evaluate sponsorships and events	4.1 Identify and use evaluation criteria to determine effectiveness of sponsorships and event marketing arrangements 4.2 Develop a range of methods to evaluate effectiveness 4.3 Recommend modifications to sponsorship and event marketing arrangements in line with evaluation 4.4 Record improvement opportunities discovered during evaluation, to be used for current and future sponsorship and event marketing plans

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 2.2, 4.1, 4.2	Identifies and analyses complex text to identify sponsorship and marketing opportunities
Writing	2.1, 2.2, 2.5, 3.2, 4.2, 4.4	Prepares detailed documentation using appropriate terminology and format to convey clear messages to team members and relevant stakeholders
Oral Communication	1.3, 2.5, 3.1, 3.2, 3.4, 4.3	Participates in verbal exchanges using appropriate language and non-verbal features Uses active listening and questioning to confirm understanding
Numeracy	2.3, 2.4	Uses mathematical skills to develop budgets and calculate work timeframes
Navigate the world of work	1.4, 2.2	Understands own legal rights and responsibilities and extends this understanding across cultural and ethical protocols Adheres to organisational policies and objectives and considers own role for its contribution to broader goals of work environment
Interact with others	2.5, 3.1, 3.2, 3.4, 4.3	Cultivates relationships with people with the knowledge, skills and influence to get things done or provide support, building formal and informal networks within and beyond immediate work context Recognises importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate with whom, why and how
Get the work done	1.1-1.3, 1.5, 2.2, 2.4, 3.3, 4.1, 4.2, 4.4	Develops plans for sponsorships and events using effective organisational skills to complete tasks with an awareness of how they may contribute to longer-term operational and strategic goals In more complex, non-routine situations, uses formal decision-making processes, setting or clarifying goals, gathering information and identifying and evaluating several choices against a set of criteria When dealing with complex issues, identifies the cause of the problem, and uses analytical processes to generate possible solutions Uses each experience to reflect on opportunities for improvements in future

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG521 Plan and implement sponsorship and event marketing	BSBMKG521A Plan and implement sponsorship and event marketing	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG521 Plan and implement sponsorship and event marketing

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

show development of a sponsorship and event marketing plan that includes:

objectives and purpose of strategy

a comprehensive rationale

a detailed budget

an implementation plan

methods to measure effectiveness

implement a sponsorship AND an event marketing strategy, including draft contracts and evidence of negotiations

evaluate success of sponsorship and event marketing strategy.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain different sponsorships and events suitable for marketing in own context

outline methods of evaluating effectiveness of sponsorship and event marketing strategies

explain sources of advice available on contract requirements for sponsorship and event marketing.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

office equipment and resources

relevant workplace documents and dat

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG610 Develop, implement and monitor a marketing campaign

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to design marketing campaigns, to implement campaigns and to analyse success of a campaign.

It applies to individuals who possess a sound theoretical knowledge base and who support enterprise or client marketing interests by undertaking a unique set of resourcing, planning and implementation activities.

Depending on size and structure of the organisation, this role generally applies to a person with managerial responsibility, or specialist staff such as a campaign or operations manager.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Design campaign	1.1 Identify critical campaign design features from business needs and objectives 1.2 Develop campaign objectives 1.3 Identify required campaign resources 1.4 Establish appropriate organisational, team and individual targets 1.5 Develop campaign procedures for all relevant parties 1.6 Confirm campaign design by consulting with stakeholders 1.7 Identify technical requirements to support campaign 1.8 Ensure campaign design complies with relevant legislation and regulatory codes
2. Implement campaign and monitor outcomes	2.1 Use project management tools effectively 2.2 Establish realtime campaign monitoring and reporting 2.3 Accurately analyse campaign results at regular intervals 2.4 Conduct effective campaign debriefing with staff and key stakeholders
3. Analyse fulfilment processes	3.1 Map existing fulfilment processes 3.2 Collect comprehensive data on campaign fulfilment performance 3.3 Conduct effective process improvement analysis 3.4 Establish appropriate new processes or standards 3.5 Specify and establish an appropriate tracking mechanism
4. Present campaign results to relevant business units	4.1 Conduct an effective written and oral presentation 4.2 Focus on critical aspects of campaign in the presentation 4.3 Clearly communicate required action to other parties 4.4 Communicate and resolve campaign process concerns and issues
5. Prepare campaign cost–benefit analysis	5.1 Collect relevant campaign data 5.2 Accurately calculate cost of calls and other transactions 5.3 Accurately assess immediate and longer-term financial gains of campaign 5.4 Communicate appropriate performance and financial results to relevant parties

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 1.8, 2.3, 3.2, 3.3, 5.1	Identifies and analyses complex text to determine legislative, regulatory and all related business requirements
Writing	1.2, 1.4, 1.5, 2.2, 3.1-3.5, 4.1-4.4, 5.4	Develops material for a specific audience using clear and detailed language to convey explicit information, requirements and recommendations
Oral Communication	1.6, 2.4, 4.1-4.4, 5.4	Uses listening and questioning to confirm understanding of requirements Participates in a verbal exchange of ideas/solutions and uses appropriate, detailed and clear language to address key personnel and to disseminate information
Numeracy	1.3, 5.2-5.4	Uses mathematical skills to manage budgetary resources, analyse data and determine financial gains
Navigate the world of work	1.1, 1.8	Understands and adheres to organisational policies and objectives and legal requirements Is highly autonomous, taking responsibility and ownership for most or all aspects of own work
Interact with others	1.6, 2.4, 4.1- 4.4, 5.4	Recognises importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate with whom, why and how Fosters a collaborative culture within own sphere of influence, facilitating a sense of trust, commitment and cohesion
Get the work done	1.1-1.5, 1.7, 2.1, 2.2, 3.1-3.5, 4.4, 5.1, 5.3	Takes responsibility for planning and scheduling tasks required to design and implement campaigns Uses formal processes to identify key information and issues, evaluate alternative strategies, anticipate consequences and consider implementation issues and contingencies Takes responsibility for high-impact decisions in complex situations involving many variables and constraints Uses digital tools to access and organise complex data and analyse multiple sources of information for strategic purposes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG610 Develop, implement and monitor a marketing campaign	BSBMKG610A Develop, implement and monitor a marketing campaign	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG610 Develop, implement and monitor a marketing campaign

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

design, implement, control, monitor and review a marketing campaign

apply relevant legislation, regulatory and organisational requirements appropriately.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain business objectives and requirements

outline campaign design and evaluation principles

summarise competitor activity and products/services

identify customer contact technology and databases

outline legislation, regulatory and organisational requirements

explain methods of operational and business planning.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBOPS502 Manage business operational plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to develop and monitor the implementation of operational plans to support efficient and effective workplace practices and organisational productivity and profitability.

The unit applies to individuals who manage the work of others and operate within the parameters of a broader strategic and/or business plans.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Business Operations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish operational plan	1.1 Research, analyse and document resource requirements 1.2 Develop operational plan in consultation with, and with approval from, relevant stakeholders 1.3 Develop contingencies for operational plan 1.4 Explain plan to relevant work teams
2. Manage resource acquisition	2.1 Confirm that employees are recruited and inducted according to the organisation’s human resources management policies, practices and procedures 2.2 Confirm that physical resources and services are acquired according to the organisation’s policies, practices and procedures 2.3 Identify and incorporate requirements for intellectual property rights and responsibilities related to acquisition of resources
3. Monitor and review operational performance	3.1 Assess progress of operational plan in achieving profit and productivity plans and targets 3.2 Identify areas of under-performance, recommend solutions and rectify the situation 3.3 Plan and implement relevant processes for ongoing monitoring and confirm that support is provided for individuals and teams 3.4 Negotiate recommendations for variations to operational plans and gain approval from designated persons

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Description
Reading	Gathers, interprets and analyses workplace documentation to determine requirements for the operational plan
Writing	Develops and documents a range of detailed texts relating to the management of an operational plan according to organisational requirements
Oral communication	Presents information to a range of audiences using appropriate register, vocabulary and paralinguistic features Listens and comprehends information from a variety of spoken exchanges with clients, co-workers and other stakeholders
Numeracy	Selects and uses mathematical problem-solving strategies to organise resource requirements, performance benchmarks and financial viability of the operational plan
Enterprise and initiative	Monitors adherence to organisational policies, procedures and considers own role in terms of its contribution to broader goals of the work environment
Teamwork	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion
Planning and organising	Takes responsibility for developing and implementing systems and processes to achieve organisational objectives, seeking advice, feedback and support as required to assist in the development and planning phase Sequences and schedules complex activities, monitors implementation, and manages relevant communication
Problem solving	Uses systematic analytical processes to aid decision making, identify potential problems and generate contingency plans or solutions
Technology	Demonstrates awareness of the importance of data security in a digital environment

Unit Mapping Information

Supersedes and is equivalent to BSBMGT517 Manage operational plan.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBOPS502 Manage business operational plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

manage an operational plan for at least one business or work area.

In the course of the above, the candidate must:

develop and implement an operational plan using a variety of information sources and consultation including:

resource requirements

key performance indicators

monitoring processes

contingency plans

communicate with stakeholders to explain the plan and supporting information, seek approvals, negotiate variations and engage work teams

confirm existence of relevant strategies, including strategies relating to:

recruiting, inducting and developing personnel

acquiring physical resources and services

protecting intellectual property

making variations to the plan

monitoring and documenting performance.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

stakeholders involved in development and management of operations plan including escalation points, colleagues and specialist resource managers

key information sources for proposal development and presentation including resource requirement specialists

consultation processes

content of operational plans, including:

procurement processes

employee recruitment and induction strategies

physical resource and service acquisition strategies

key indicators of organisational performance

budget and actual financial relating to profit and productivity

methods for preparing operational plans and contingency plans

role of an operational plan in achieving an organisation’s objectives

procedures and records associated with documenting performance

approaches for developing key performance indicators to meet business objectives

legislative and regulatory framework relating to the development and implementation of operational plan of the organisation, including:

fair trading laws

work health and safety

organisational policies, practices and procedures that relate to the operational plan.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

legislation and regulations relevant to operational plans

workplace documentation and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPEF201 Support personal wellbeing in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to advocate for and feel empowered about personal wellbeing in the workplace. It involves developing and applying basic knowledge of factors that may influence wellbeing, both positively and negatively.

The unit applies to those in a range of industry and workplace contexts, who work under direct supervision. It may also apply to learners who are preparing to enter the workforce.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Critical Thinking & Problem Solving – Personal Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Recognise factors that impact personal wellbeing	1.1 Identify personal factors that may impact on wellbeing 1.2 Identify workplace factors that may impact on wellbeing 1.3 Recognise relationship between personal wellbeing and identified workplace factors relevant to own role
2. Plan communication with supervisor	2.1 Select appropriate communication approach 2.2 Identify appropriate method for communication about wellbeing 2.3 Plan relevant content for communication including strategy for dealing with a negative response
3. Communicate with supervisor	3.1 Arrange communication with supervisor 3.2 Conduct communication according to developed plan 3.3 Review effectiveness of communication
4. Investigate available wellbeing resources	4.1 Identify and review wellbeing resources 4.2 Select appropriate wellbeing resources applicable to own workplace 4.3 Document method for accessing selected resources

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Identifies and interprets textual information to determine job role and requirements
Oral communication	Participates in discussions using clear language and features appropriate to audience Uses listening and questioning techniques to request assistance and confirm understanding
Enterprise and initiative	Identifies own responsibilities and performs role requirements
Teamwork	Establishes relationship with relevant personnel
Planning and organising	Plans and organises tasks to achieve outcome within timeframes Uses analytical skills to decide on effective techniques to support own wellbeing
Problem Solving	Uses problem solving skills to address a range of issues, seeking advice of others, where necessary

Unit Mapping Information

No equivalent unit. Supersedes but is not equivalent to BSBWOR201 Manage personal stress in the workplace.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPEF201 Support personal wellbeing in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop a plan for communication with supervisor

identify and access one formal and one informal wellbeing resource.

In the course of the above, the candidate must:

develop a plan to communicate with supervisor, including:

factors that may impact on own wellbeing, both positively and negatively

appropriate style of communication

appropriate method of communication

strategy to deal with negative response.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

common personal and workplace factors that may impact on wellbeing

advantages and disadvantages of different communication styles, including:

passive

assertive

aggressive

methods for communicating with a supervisor

key features of Employee Assistance Programs (EAPs)

common workplace resources for addressing wellbeing.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

challenges and situations to demonstrate the application of performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPEF401 Manage personal health and wellbeing

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to identify signs and sources of strain on personal health and wellbeing (both physical and mental) within job roles and according to key performance indicators (KPIs).

The unit applies to individuals who operate with a high level of autonomy, have excellent communication skills and apply knowledge of organisational policies and relevant legislation.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Critical Thinking & Problem Solving – Personal Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review health and wellbeing framework	1.1 Identify factors in the work environment that may impact on own physical and mental health 1.2 Research techniques for management of own physical health and mental wellbeing 1.3 Assess available resources for inclusion as part of personal health and wellbeing strategy 1.4 Review legislative and organisational policies and procedures relating to health and wellbeing
2. Develop and implement personal health and wellbeing strategy	2.1 Develop strategy for managing personal health and wellbeing 2.2 Share personal health and wellbeing strategy with relevant personnel 2.3 Schedule activities that align with personal health and wellbeing strategy
3. Review personal health and wellbeing strategy	3.1 Monitor own performance against key performance indicators 3.2 Identify new circumstances impacting work requirements and impact on personal health and wellbeing strategy 3.3 Review and update personal health and wellbeing strategy to reflect new circumstances

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Analyses and compares specific and complex text to determine and distinguish requirements
Writing	Develops documents that clearly explain ideas and advice Records information using required tools
Numeracy	Interprets mathematical information related to timelines
Enterprise and initiative	Identifies legislative responsibility to provide a safe working environment
Planning and organising	Plans and monitors tasks to ensure deadlines are met and competing demands are accommodated Establishes, implements and monitors strategies, development plans and actions Uses problem-solving techniques to analyse and address issues that arise

Unit Mapping Information

No equivalent unit. Supersedes but is not equivalent to BSBWOR403 Manage stress in the workplace.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPEF401 Manage personal health and wellbeing

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop, implement and review one personal health and wellbeing strategy.

In the course of the above, the candidate must:

evaluate factors that may impact personal health and wellbeing in own personal life and work environment

locate and assess applicable resources

present personal health and wellbeing strategy to relevant personnel

monitor variations in personal circumstances and work performance affecting health and wellbeing.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

techniques for management of physical health

techniques for management of mental wellbeing

time management tools and techniques

key features of organisational policies and procedures relating to health and wellbeing

requirements under work health and safety (WHS) legislation to address workplace stress.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to challenges and situations to demonstrate the application of performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPEF502 Develop and use emotional intelligence

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the workplace.

The unit applies to individuals who are required to identify, analyse, synthesise and act on information from a range of sources and who deal with unpredictable problems as part of their job role. These individuals may be responsible for leading a team or work area.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Critical Thinking & Problem Solving – Personal Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to develop emotional intelligence	1.1 Develop evaluation criteria for assessing emotional strengths and weaknesses 1.2 Assess emotional strengths and weaknesses against evaluation criteria 1.3 Identify and analyse potential emotional stressors in the workplace 1.4 Identify methods for responding to emotional stressors 1.5 Seek feedback from others to identify and confirm methods for responding to emotional stressors in the workplace
2. Develop emotional intelligence	2.1 Analyse and document emotional responses of co-workers 2.2 Develop a plan for identifying and responding to a range of emotional expressions 2.3 Apply techniques that indicate flexibility and adaptability in dealing with others in the workplace 2.4 Apply techniques that show consideration for the emotions of others when making decisions 2.5 Consult with relevant stakeholders and identify improvement areas for own emotional intelligence
3. Promote development of emotional intelligence in others	3.1 Identify workplace opportunities for others to express their thoughts and feelings 3.2 Develop tasks for assisting others to understand effect of personal behaviour and emotions on others in the workplace 3.3 Implement identified opportunities and tasks in the workplace according to organisational policy and procedures

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Learning	Identifies and uses strategies to improve own emotional intelligence
Oral communication	Uses appropriate language and nonverbal features to present information and seek feedback Uses listening and questioning skills to elicit the views of others and to clarify or confirm understanding
Teamwork	Identifies personal attributes and considers the impact on others and modifies approach to support development Adapts personal communication style to model behaviours, build trust and positive working relationships and to build understanding of emotional intelligence Leads a collaborative approach, using inquiring and inclusive techniques, to develop understanding and skills that enhances individuals’ emotional intelligence
Enterprise and Initiative	Leads processes to develop, implement and monitor plans and processes to ensure team engagement and effectiveness

Unit Mapping Information

Supersedes and is equivalent to BSBLDR511 Develop and use emotional intelligence.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPEF502 Develop and use emotional intelligence

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

demonstrate emotional intelligence in relation to at least two different work tasks

promote development of emotion intelligence in others on at least one occasion.

In the course of the above, the candidate must:

develop assessment criteria to assess personal emotional strengths and weaknesses

conduct an analysis to identify personal emotional triggers, incorporating feedback from others

analyse and document interactions with co-workers

develop and implement plans for responding to emotional expressions

apply techniques that promote flexibility in interactions with others and show consideration for the emotions of others.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

application of emotional intelligence attributes, including:

self-awareness

self-management

social awareness

relationship management

emotional intelligence principles and strategies

strategies for communicating with a diverse workforce that has varying expressions of emotion

methods to develop emotional intelligence in others

emotional intelligence in the context of building workplace relationships.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to challenges and situations to demonstrate the application of performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPMG522 Undertake project work

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake a straightforward project or a section of a larger project. It covers developing a project plan, administering and monitoring the project, finalising the project and reviewing the project to identify lessons learned for application to future projects.

This unit applies to individuals who play a significant role in ensuring a project meets timelines, quality standards, budgetary limits and other requirements set for the project.

The unit does not apply to specialist project managers. For specialist project managers, the other units of competency in the project management field (BSBPMG) will be applicable.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Project Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Define project	1.1 Access project scope and other relevant documentation 1.2 Define project stakeholders 1.3 Seek clarification from delegating authority of issues related to project and project parameters 1.4 Identify limits of own responsibility and reporting requirements 1.5 Clarify relationship of project to other projects and to the organisation's objectives 1.6 Determine and access available resources to undertake project
2. Develop project plan	2.1 Develop project plan in line with the project parameters 2.2 Identify and access appropriate project management tools 2.3 Formulate risk management plan for project, including Work Health and Safety (WHS) 2.4 Develop and approve project budget 2.5 Consult team members and take their views into account in planning the project 2.6 Finalise project plan and gain necessary approvals to commence project according to documented plan
3. Administer and monitor project	3.1 Take action to ensure project team members are clear about their responsibilities and the project requirements 3.2 Provide support for project team members, especially with regard to specific needs, to ensure that the quality of the expected outcomes of the project and documented time lines are met 3.3 Establish and maintain required recordkeeping systems throughout the project 3.4 Implement and monitor plans for managing project finances, resources and quality 3.5 Complete and forward project reports as required to stakeholders 3.6 Undertake risk management as required to ensure project outcomes are met 3.7 Achieve project deliverables
4. Finalise project	4.1 Complete financial recordkeeping associated with project and check for accuracy 4.2 Ensure transition of staff involved in project to new roles or reassignment to previous roles 4.3 Complete project documentation and obtain necessary sign-offs for concluding project
5. Review project	5.1 Review project outcomes and processes against the project scope and plan 5.2 Involve team members in the project review 5.3 Document lessons learned from the project and report within the organisation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 3.4, 3.5, 4.1, 4.3, 5.1	Organises, evaluates and critiques ideas and information from a range of complex texts
Writing	2.1, 2.3, 2.6, 3.3, 3.5, 4.1, 4.3, 5.3	Develops plans, reports and recommendations using vocabulary, structure and conventions appropriate to text Establishes and maintains records according to organisational requirements
Numeracy	1.6, 2.4, 3.4, 4.1	Uses formal and some informal, oral and written mathematical language and representation to prepare and communicate budgetary and financial information
Oral communication	2.5, 5.2	Participates in verbal discussions using clear language and appropriate features to present or seek information Using listening and questioning skills to seek information and confirm understanding
Navigate the world of work	1.3, 1.4, 2.3, 3.1, 4.3	Recognises and responds to organisational and legislative/regulatory requirements
Interact with others	2.5, 3.1, 3.2, 4.2, 5.2	Selects and uses appropriate communication protocols and practices to ensure shared understanding of project roles and expectations Uses collaborative techniques to engage stakeholders in consultations and negotiations
Get the work done	1.2, 1.5, 1.6, 2.1, 2.2, 2.3, 2.6, 3.1-3.7, 4.1, 4.2, 4.3, 5.1, 5.3	Develops and implements plans to manage projects that involve diverse stakeholders with potentially competing demands Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Evaluates outcomes of decisions to identify opportunities for improvement Uses digital technologies and applications to access, organise and share information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBPMG522 Undertake project work	BSBPMG522A Undertake project work	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPMG522 Undertake project work

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

define the parameters of the project including:

project scope

project stakeholders, including own responsibilities

relationship of project to organisational objectives and other projects

reporting requirements

resource requirements

use project management tools to develop and implement a project plan including:

deliverables

work breakdown

budget and allocation of resources

timelines

risk management

recordkeeping and reporting

consult and communicate with relevant stakeholders to generate input and engagement in planning, implementing and reviewing the project

provide support to team members to enable them to achieve deliverables and to transition them as appropriate at completion of the project

finalise the project including documentation, sign-offs and reporting

review and document the project outcomes.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

give examples of project management tools and how they contribute to a project

outline types of documents and other sources of information commonly used in defining the parameters of a project

explain processes for identifying and managing risk in a project

outline the organisation's mission, goals, objectives and operations and how the project relates to them

explain the organisation's procedures and processes that are relevant to managing a project including:

lines of authority and approvals

quality assurance

human resources

budgets and finance

recordkeeping

reporting

outline the legislative and regulatory context of the organisation in relation to project work, including work health and safety (WHS) requirements.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership – project management field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPMG601 Direct the integration of projects

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to direct the integration of all functions of project management in a program or multiple-project context, as well as directing the internal project environment to meet external needs and expectations, and directing projects within a program throughout their life cycle.

It applies to individuals who are program managers, managing a suite of projects (a program).

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Project Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Direct integration of all functions of project management	1.1 Support project managers in project stakeholder analysis to determine influence of others on project outcomes 1.2 Analyse, rationalise and integrate requirements of all projects, and interrelationships of project management functions, to determine agreed, achievable program objectives that align to organisational goals, strategies and objectives as stated in strategic planning documentation 1.3 Review, rationalise and, when approved, integrate project plans into a structured, cohesive program plan for program management 1.4 Derive integrated program-control mechanisms from project plans, to establish program-control requirements 1.5 Use project plans to develop consolidated program budgets, schedules and interdependencies, and to identify program risks
2. Direct internal project environment to meet external needs and expectations	2.1 Ensure project managers' work is conducted effectively throughout multiple, aligned project life cycles 2.2 Establish and maintain links to direct alignment between projects and organisational objectives within the program 2.3 Evaluate project proposals (scope definitions) against organisation’s strategic objectives 2.4 Coordinate and direct conflicting requirements of individual projects to achieve program objectives 2.5 Modify, where necessary, individual project objectives to achieve overall program objectives 2.6 Coordinate impact of external environmental influences on individual projects to achieve program objectives
3. Direct projects throughout project life cycles	3.1 Direct all project managers to provide project phases, approval points, review points and other milestones, to allow program integration 3.2 Establish project baselines and report progress in relation to these baselines, to measure program performance throughout business reporting cycle 3.3 Progressively review project baselines to ensure nominated benefits are consistent with organisational expectations 3.4 Direct finalisation plans, procedures and activities to ensure final outcomes are met, and projects meet agreed program objectives 3.5 Review finalised projects in a program-management reporting period to evaluate benefits to the business 3.6 Pass on integration-management lessons learnt to higher project authority and provide feedback for application to other projects

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.3	Interprets and critically analyses complex texts Applies appropriate strategies to construct meaning from complex texts
Writing	1.3, 1.5, 2.5, 3.2, 3.5, 3.6	Develops a range of project related documents using appropriate format, vocabulary and structure
Oral Communication	1.1, 2,1, 3.1	Participates in discussions and presents information using language and features appropriate to the audience
Numeracy	1.5, 3.4	Extracts and evaluates mathematical information embedded in a range of tasks and texts Selects from, and applies, an expanding range of mathematical and problem-solving strategies in a range of contexts
Interact with others	1.1, 2,1, 3.1	Collaborates with others to achieve joint outcomes, playing a lead role in facilitating successful outcomes and influencing direction
Navigate the world of work	1.2, 2.2, 3.3, 3.5	Understands how own role contributes to broader organisational goals
Get the work done	1.1-1.5, 2.1-2.6, 3.3, 3.5	Develops flexible plans for complex, high impact activities that involve stakeholders with potentially competing demands Regularly reviews priorities and performance during implementation, identifying and addressing issues and reallocating resources Uses analytical processes to identify key information and issues, evaluate alternative strategies, anticipate consequences and consider implementation issues and contingencies Reviews outcomes to evaluate results against goals, and to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBPMG601 Direct the integration of projects	BSBPMG601A Direct the integration of projects	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPMG601 Direct the integration of projects

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

direct integration of all functions of project management, including:

determining stakeholder influence and program objectives

rationalising and integrating project plans into a program plan

establishing program control requirements

developing consolidated program budgets, schedules and interdependencies

identifying program risks

direct the internal project environment, throughout multiple, aligned project life cycles, to meet external needs and expectations, including:

establishing links to direct alignment of projects with organisational objectives

evaluating project proposals against organisational objectives

coordinating and directing conflicting individual project requirements to achieve program objectives

modifying individual project objectives to achieve program objectives

coordinating impact of external environmental influences to achieve program objectives

direct projects throughout project life cycles, including:

directing project managers to provide information to enable program integration

establishing and reporting progress against baselines, to measure program performance

reviewing baselines

directing finalisation plans, procedures and activities to ensure outcomes and objectives are met

evaluating benefits to business

passing on lessons learnt and feedback.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe key steps in program planning

outline methodologies, tools and techniques for project management

describe a range of leadership models

summarise relevant legislation, codes and national standards.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership – project management field of work and include access to:

relevant project documentation

feedback from project stakeholders

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPMG602 Direct the scope of a project program

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to direct the scope of projects within a program, or multiple projects context. It covers management of project authorisations and defining, planning and managing the program scope.

It applies to individuals who are program managers, managing a suite of projects (a program).

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Project Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Authorise projects	1.1 Analyse needs, in consultation with client and relevant stakeholders, to justify each project and to designate project managers 1.2 Conduct project selection and prioritisation within guidelines provided by, or under the direction of, a relevant (governance) authority 1.3 Make project authorisation recommendations to relevant authority as basis for future project management activities, and commitment of resources and effort
2. Define and plan program scope	2.1 Define projects’ objectives, major deliverables and resource requirements at project and program level, and confirm with governance group or relevant authority 2.2 Determine and agree measurable project outcomes and benefits to enable quantified evaluation of program performance 2.3 Develop, agree on, and communicate scope definition, scope management strategies, and plans 2.4 Align program scope to business requirements and organisational strategy
3. Manage program scope	3.1 Conduct regular program reviews to measure project performance and ensure stated program and business/strategic objectives are met 3.2 Establish and maintain a change management system to form basis of ongoing scope management 3.3 Conduct reviews of scope changes and take action to ensure project and program objectives are achieved or modified 3.4 Measure project outcomes against defined program scope and aligned strategic objectives 3.5 Communicate results of program outcomes to relevant authority 3.6 Pass on scope management lessons learnt to higher project authority for application in planning and implementation of later projects within the program

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 2.4, 3.1	Interprets and critically analyses complex texts
Writing	1.3, 2.1, 3.2, 3.3, 3.5, 3.6	Develops a range of project related documents using appropriate format, vocabulary and structure
Oral Communication	1.1, 2.1, 2.3, 3.5	Provides information using language and structure appropriate to audience Uses listening and questioning skills to check and confirm understanding of needs
Numeracy	3.1, 3.4	Extracts and evaluates mathematical information embedded in tasks and texts Selects from, and applies mathematical and problem-solving
Interact with others	1.1, 1.3, 2.1, 2.3, 3.5, 3.6	Identifies and uses appropriate practices and protocols when communicating with project stakeholders Collaborates with others to achieve joint outcomes, playing an active role in leading and facilitating effective group interaction
Get the work done	1.1, 1.2, 2.1-2.4, 3.1-3.4, 3.6	Sequences and schedules complex activities, monitors implementation and manages relevant communication Monitors actions against goals, adjusting plans and resources to cope with contingencies Uses analytical processes to decide on a course of action, establishing criteria for deciding between options, and seeking input and advice from others before taking action, when necessary Monitors outcomes of decisions, considering results from a range of perspectives, and identifying key concepts and principles that may be adaptable to future situations

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBPMG602 Direct the scope of a project program	BSBPMG602A Direct the scope of a project program	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPMG602 Direct the scope of a project program

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

authorise a range of concurrent projects, including:

justifying projects and designating project managers through needs analysis

conducting project selection and prioritisation

making project-authorisation recommendations

define and plan program scope, including:

defining and confirming project- and program-level objectives, major deliverables and resource requirements

determining and agreeing measurable outcomes and benefits to enable program performance evaluation

developing, agreeing on and communicating scope definition, scope management strategies and plans

aligning scope to business requirements and organisational strategy

manage program scope, including:

conducting regular program reviews

establishing and maintaining a change management system

conducting reviews of scope changes

measuring project outcomes

communicating results of program outcomes

passing on scope management lessons learnt.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe a broad range of scope management plans, methodologies, techniques and tools

outline project life cycle and significance of scope management

identify typical challenges and issues encountered in project scope management and options for addressing these.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership – project management field of work and include access to:

workplace documentation, including feedback from stakeholders, which reflects how scope was managed

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBREL402 Build client relationships and business networks

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to establish, maintain and improve client relationships and to actively participate in networks to support attainment of key business outcomes.

It applies to individuals such as marketing and sales professionals who depend on excellent interpersonal relationships and communication skills to achieve outcomes but may also apply to other individuals working in any industry.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Stakeholder Relations – Relationship Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Initiate interpersonal communication with clients	1.1 Identify and use preferred client communication styles and methods 1.2 Establish rapport with clients using verbal and nonverbal communication processes 1.3 Investigate and act upon opportunities to offer positive feedback to clients 1.4 Use open questions to promote twoway communication 1.5 Identify and act upon potential barriers to effective communication with clients 1.6 Initiate communication processes which relate to client needs, preferences and expectations
2. Establish client relationship management strategies	2.1 Develop client loyalty objectives focusing on the development of long term business partnerships 2.2 Assess client profile information to determine approach 2.3 Develop client loyalty strategies to attract and retain clients in accordance with the business strategy 2.4 Identify and apply client care and client service standards
3. Maintain and improve ongoing relationships with clients	3.1 Develop strategies to obtain ongoing feedback from clients to monitor satisfaction levels 3.2 Develop strategies to elicit feedback which provide information in a form that can be used to improve relationships with clients 3.3 Obtain feedback to develop and implement strategies which maintain and improve relationships with clients
4. Build and maintain networks	4.1 Allocate time to establish and maintain business contacts 4.2 Participate in business associations and/or professional development activities to establish and maintain a network of support for the business and to enhance personal knowledge of the market 4.3 Establish communication channels to exchange information and ideas 4.4 Provide, seek and verify information to the network

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 1.5, 2.2, 2.3, 2.4, 3.1, 4.2- 4.4	Interprets information from a range of sources to determine and adhere to communication and networking requirements
Writing	1.1,1.5, 2.1, 2.3, 2.4, 3.1, 3.2, 4.2, 4.3	Records notes from research and discussions for future reference Develops materials for a specific audience according to organisational standards
Oral Communication	1.1-1.6, 2.3, 2.4, 3.3, 4.2-4.4	Participates in spoken exchanges with a range of audiences using structure and language to suit the audience Involves others in discussions using active listening and questioning techniques appropriately
Numeracy	2.4, 4.1	Performs calculations to determine timeframes and measure actual performance against required standards
Navigate the world of work	2.3, 2.4	Considers wider organisational goals when developing customer relationship strategies
Interact with others	1.1, 1.2, 1.5, 1.6, 3.3, 4.2-4.4	Selects and uses appropriate conventions and protocols when communicating with clients or business contacts to build rapport, seek or present information Recognises the need to alter personal communication style in response to the needs, values, beliefs and cultural expectations of others Adapts personal communication style to build positive working relationships and show respect for the opinions, values and particular needs of others
Get the work done	1.1, 2.1-2.4, 3.1-3.3, 4.1-4.4	Takes responsibility for planning, sequencing and implementing tasks and own workload to achieve business outcomes Uses analytical processes to gather relevant information, identify and evaluate options and decide on appropriate systems and strategies Actively monitors and evaluates effectiveness of decisions to identify and implement improvements

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBREL402 Build client relationships and business networks	BSBREL402A Build client relationships and business networks	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBREL402 Build client relationships and business networks

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify clients’ preferred communication styles and methods and potential barriers to communications and use appropriate communication styles and strategies

apply communication techniques to establish rapport and promote two-way communication

develop and implement client loyalty strategies and service standards based on business objectives and client information

develop and implement strategies to elicit feedback from clients and use it to improve relationships and customer satisfaction

maintain contacts and participate in formal and informal networks that support the business and enhance personal knowledge of the market.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

give examples of strategies that can build client loyalty including those that focus on:

financial incentives and special offers

premium services and private/dedicated facilities

loyalty programs, rewards and recognition

outline issues that are commonly addressed in client care/service standards in the industry

outline typical barriers to communicating with clients and possible strategies to address them

give examples of strategies for feedback

describe the principles and techniques for effective communication and networking

outline networking opportunities relevant to the business with reference to:

government, industry and professional associations

trade shows, conferences, briefings and other professional development activities

existing groups or networks

businesses and individuals

outline aspects of organisational policies, procedures and processes that are relevant to communicating with clients and participating in networks.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the stakeholder relations - relationship management field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRES401 Analyse and present research information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to gather, organise, analyse and present workplace information using available systems. This includes identifying research requirements and sources of information, applying information to a set of facts, evaluating the quality of the information, and preparing and producing reports.

It applies to individuals who are required to apply their broad knowledge of the work environment to analysis and research tasks, evaluate information from a variety of sources and apply solutions to a range of unpredictable problems

No licensing, legislation or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Research

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Gather and organise information	1.1 Gather and organise information in a format suitable for analysis, interpretation and dissemination in accordance with organisational requirements 1.2 Access information held by the organisation ensuring accuracy and relevance in line with established organisational requirements 1.3 Ensure that methods of collecting information are reliable and make efficient use of resources in accordance with organisational requirements 1.4 Identify research requirements for combining online research with nonelectronic sources of information 1.5 Use business technology to access, organise and monitor information in accordance with organisational requirements 1.6 Update, modify, maintain and store information, in accordance with organisational requirements
2. Research and analyse information	2.1 Clearly define objectives of research ensuring consistency with organisational requirements 2.2 Ensure that data and research strategies used are valid and relevant to the requirements of the research and make efficient use of available resources 2.3 Identify key words and phrases for use as part of any online search strategy, including the use of Boolean operators and other search tools 2.4 Use reliable methods of data analysis that are suitable to research purposes 2.5 Ensure that assumptions and conclusions used in analyses are clear, justified, supported by evidence and consistent with research and business objectives
3. Present information	3.1 Present recommendations and issues in an appropriate format, style and structure using suitable business technology 3.2 Structure and format reports in a clear manner that conforms to organisational requirements 3.3 Report and distribute research findings in accordance with organisational requirements 3.4 Obtain feedback and comments on suitability and sufficiency of findings in accordance with organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.4, 2.1-2.5, 3.4	Analyses and evaluates textual information to develop research strategies, integrate facts and ideas and meet organisational requirements
Writing	1.1, 1.5, 1.6, 2.1, 3.1, 3.2, 3.3	Gathers, evaluates and integrates information from a range of sources Presents findings, recommendations and issues in required format using language, structure and style appropriate to audience.
Oral Communication	3.3, 3.4	Presents recommendations and issues using language appropriate to audience and according to organisational requirements
Numeracy	1.1, 1.2, 1.3, 2.2, 2.4, 3.3	Extracts and evaluates meaning from data and interprets numerical information to apply within the context of requirements
Navigate the world of work	1.2, 1.3, 1.5, 1.6, 2.1, 2.5, 3.2, 3.3, 3.4	Recognises and follows organisational policies and procedures and meets expectations associated with own role
Interact with others	3.3, 3.4	Selects and uses appropriate communication practices when seeking or sharing information
Get the work done	1.1, 1.4, 1.5, 2.2, 2.3, 2.4, 3.1	Plans, organises and implements tasks to meet organisational requirements Takes responsibility for the outcomes of routine decisions related directly to own role Uses the main features and functions of digital technologies and tools to complete work tasks Recognises and takes responsibility for addressing predictable and some less predictable problems in familiar work contexts

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRES401 Analyse and present research information	BSBRES401A Analyse and present research information	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRES401 Analyse and present research information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify or confirm research requirements and objectives

gather, organise and present workplace information and data

update, modify, maintain and store information

maintain and handle data and documents systematically and securely

prepare and produce reports including:

recommendations based on the analysis of information

clear and justified assumptions and conclusions

use of efficient, valid and reliable methods

use Boolean operators and other search tools

analyse, evaluate and interpret data to support organisational activities.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain organisational systems for recordkeeping/filing, including security procedures

identify organisational policies and procedures and legal and ethical obligations relating to workplace information

explain concepts related to research and analysis including reliability and validity

give examples of techniques for data analysis and how they are applied

explain research processes and strategies to identify new sources (online and print) of information and to use them most efficiently and effectively.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – research field of work and include access to:

workplace information systems, equipment and resources

workplace policies and procedures

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRES801 Initiate and lead applied research

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan, conduct and report on applied research to influence strategic practices and outcomes within an organisational context.

The unit also covers constructing an applied research strategy, using a range of applied research techniques, and analysing and presenting findings.

It applies to leaders or managers using applied research to ensure learning can enhance individual, team and organisational performance. The intended purpose and approach to applied research may vary across a range of contexts and organisations. In this unit, the focus is on applied research to attain improved organisational outcomes.

No licensing, legislation or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Research

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Construct an applied research strategy	1.1 Clarify and confirm applied research purpose and needs of the target group 1.2 Determine policies and procedures in relation to conducting applied research 1.3 Establish mechanisms for collecting and maintaining data in a systematic manner 1.4 Analyse factors affecting the reliability and validity of data 1.5 Review relevant research ethics and codes of conduct 1.6 Prepare applied research strategy and hypothesis 1.7 Frame a research strategy in consideration of available tools and resources
2. Use a range of applied research techniques	2.1 Review and evaluate a range of applied research methods, theories and data collection techniques 2.2 Select appropriate methods to gather and analyse data 2.3 Use suitable technology and technology services to support data collection and analysis 2.4 Access appropriate sources of information and contributors relevant to the research 2.5 Optimise relevance of the research through integrity of the data collected and analysis tools used
3. Analyse and present findings	3.1 Evaluate how research findings such as trends and changes will impact on learning strategy 3.2 Review data and research findings for accuracy of details and adherence to any legal requirements 3.3 Collate and analyse data for relevance against the original applied research strategy 3.4 Document and present research findings in a clear and logical manner consistent with audience needs 3.5 Identify the need for and an appropriate approach to, further research

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.5	Evaluates and reflects on the need for further research to contribute to ongoing organisational improvement
Reading	1.1, 1.2, 1.5, 2.4, 3.1, 3.2	Collects, analyses, compares and evaluates textual information from a range of resources to inform research strategies
Writing	1.6, 3.3, 3.4	Develops texts dealing with complex ideas and concepts Uses specialised and detailed language to convey explicit information, requirements and recommendations in accordance with legal, ethical and organisational requirements
Oral Communication	1.1, 3.4	Uses specialised vocabulary appropriate to context and audience to discuss and confirm research requirements Applies listening and questioning techniques to check or confirm understanding
Numeracy	3.2, 3.3	Applies knowledge of mathematical information to statistically analyse data and identify possible trends and confirm reliability
Navigate the world of work	1.2, 1.5, 3.2	Is highly autonomous, taking responsibility for determining applicable organisational policies and procedures and considering legal and ethical obligations Monitors adherence to legal and regulatory rights and responsibilities for self and possibly for others
Interact with others	3.4	Demonstrates sophisticated control over oral, visual and/or written formats, drawing on a diverse range of communication practices to achieve goals
Get the work done	1.1, 1.2, 1.3, 1.7, 2.1, 2.2, 2.3, 2.4, 2.5, 3.3	Develops plans for complex activities, regularly reviewing priorities and performance during implementation, identifying and addressing issues as they arise Considers the strategic and operational potential of digital trends to achieve work goals, enhance work processes, create opportunities and enhance or reduce risks Uses formal analytical thinking to make informed decisions about research strategies and techniques, seeking input, advice and feedback as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRES801 Initiate and lead applied research	BSBRES801A Initiate and lead applied research	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRES801 Initiate and lead applied research

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

plan, conduct and report on applied research relevant to organisational strategic practices and outcomes

formulate a research proposal or plan which includes:

specific research questions or hypotheses

valid population or sample size

description of the geographical, cultural, social or institutional context within which the research will be carried out

full description of the data collection methods

analysis of the limitations to research design including the reliability and validity of data

design an applied research project using applied research tools and techniques

document and present research findings including analysis of data, valid and reliable findings and recommendations for further research.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe communication processes and methods

explain data collection and analysis methods including the use of technology and technology services

explain legal requirements, policies, procedures and guidelines relating to research including handling and storing data, privacy and freedom of information

describe presentation techniques

describe reporting methods

explain research ethics and codes of conduct

give examples of applied research tools and methods and how they are applied.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – research field of work and include access to:

business technology

relevant workplace policies and procedures

relevant legislation and codes of conduct

case studies and, where possible, real situations .

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRKG403 Set up a business or records system for a small business

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to research, develop and implement business or records systems for a small office.

It applies to individuals who use a range of organisational, analytical and communication techniques to carry out the responsibilities of their role and report the outcomes directly to a supervisor or manager within the business or section of a larger organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Recordkeeping

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine recordkeeping requirements	1.1 Identify and document core business, supporting activities, resources, and business and social context using observation and consultation 1.2 Determine security and access requirements for business or records system content from analysis of organisation’s activities 1.3 Analyse business documentation to determine organisational reporting and accountability requirements 1.4 Identify organisational functions and activities for which records must be kept, from analysis of business and context documentation 1.5 Determine nature, detail, and format of records (content and metadata) for each organisational function and activity from analysis of the business and its context
2. Devise an appropriate recordkeeping system	2.1 Determine metadata needed to store, locate and retrieve records in a business or records system 2.2 Select size of business or records system appropriate to scale and nature of business operations 2.3 Select technological requirements of business or records systems appropriate to scale and nature of business operations 2.4 Select cost structure for business or records systems appropriate to scale, nature, and organisational cash flow requirements 2.5 Ensure maintenance, disposal and updating requirements of business or records system conform to scale, nature, and culture of the organisation 2.6 Select business or records system suited to projected growth of the organisation
3. Develop business rules and procedures to support operations	3.1 Develop rules for incorporating individual records and records capture information into the business or records system 3.2 Develop rules for deciding and recording retention periods and appropriate disposal actions for records 3.3 Develop and document procedures for the use of the system 3.4 Provide system users with training or instructions in the use of the business or records system, appropriate to the culture and scale of the organisation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 2.1, 2.5	Evaluates and interprets information from a range of relevant sources and identifies relevant and key information
Writing	1.1, 3.1, 3.2, 3.3, 3.4	Creates documents to convey information and instructions using language and format appropriate to text and audience
Oral Communication	1.1, 3.4	Uses active listening and questioning techniques to confirm and clarify information Communicates using words and non-verbal features appropriate to the audience and context
Numeracy	1.1, 1.4, 2.4, 3.2	Interprets, compares and contrasts numerical data to determine needs Uses numerical systems associated with record storage systems
Navigate the world of work	1.3, 3.3	Uses understanding of organisational and legislative requirements in planning an appropriate recordkeeping system
Interact with others	1.1, 3.4	Actively identifies the requirements of important communication exchanges, selecting appropriate channels, format and content to suit purpose and audience
Get the work done	1.1-1.5, 2.1-2.6, 3.4	Sequences and schedules tasks required to achieve outcomes and manages relevant communication Gathers, analyses and evaluates information to decide on system requirements Considers purpose, needs and limitations when selecting digital devices and applications Uses digital systems and tools to complete routine tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRKG403 Set up a business or records system for a small business	BSBRKG403C Set up a business or records system for a small business	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRKG403 Set up a business or records system for a small business

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

document the steps used to determine the criteria for a business or records system appropriate to the organisation’s business functions and reporting requirements

develop and implement a business or records system including documented rules, procedures, user instructions and training materials.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain the general principles and processes of records management and records management systems, such as:

systems of control

records continuum theory

mandate and ownership of business process

environmental context

records characteristics

describe the internal controls required of the business or records system

outline the characteristics of the organisational functions, structure and culture relevant to the setup of the business or records system

describe the organisational policies and strategies required by a newly established business or records system

outline key provisions of relevant legislation that apply to a business or records system.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – recordkeeping field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRSK401 Identify risk and apply risk management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify risks and to apply established risk management processes to a defined area of operations that are within the responsibilities and obligations of the role.

It applies to individuals with a broad knowledge of risk analysis or project management who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

In this unit, risks applicable within own work responsibilities and area of operation, may include projects being undertaken individually or by a team, or operations within a section of the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Risk Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify risks	1.1 Identify the context for risk management 1.2 Identify risks using tools, ensuring all reasonable steps have been taken to identify all risks 1.3 Document identified risks in accordance with relevant policies, procedures, legislation and standards
2. Analyse and evaluate risks	2.1 Analyse and document risks in consultation with relevant stakeholders 2.2 Undertake risk categorisation and determine level of risk 2.3 Document analysis processes and outcomes
3. Treat risks	3.1 Determine appropriate control measures for risks and assess for strengths and weaknesses 3.2 Identify control measures for all risks 3.3 Refer risks relevant to whole of organisation or having an impact beyond own work responsibilities and area of operation to others as per established policies and procedures 3.4 Choose and implement control measures for own area of operation and/or responsibilities 3.5 Prepare and implement treatment plans
4. Monitor and review effectiveness of risk treatment/s	4.1 Regularly review implemented treatment/s against measures of success 4.2 Use review results to improve the treatment of risks 4.3 Provide assistance to auditing risk in own area of operation 4.4 Monitor and review management of risk in own area of operation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2	Comprehends documents and texts of varying complexity to extract and analyse relevant information
Writing	1.3, 2.1, 2.3, 3.5	Uses specific, industry related terminology and logical organisational structure in workplace documents that identify and analyse risk and report management process outcomes
Oral communication	2.1	Participates effectively in interactions with stakeholders by using questioning and listening to elicit opinions and clarify understanding
Numeracy	1.2, 4.1	Uses numerical tools to assess risk and uses numerical data to review plans
Navigate the world of work	1.1, 1.3, 3.3	Complies with organisational and legislative requirements Takes responsibility for identification and management of risk within own work context and refers matters to others as required
Interact with others	2.1	Selects appropriate communication protocols and conventions when conferring with others to establish risk management requirements
Get the work done	1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4	Determines job sequence and works logically and systematically to undertake defined tasks Uses analysis and consultative processes to inform decisions about selection and implementation of risk control measures Evaluates effectiveness of plans and results to inform improvement decisions Uses familiar digital technologies and systems to access information, prepare plans and communicate with others

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRSK401 Identify risk and apply risk management processes	BSBRSK401A Identify risk and apply risk management processes	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRSK401 Identify risk and apply risk management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to apply organisational policies, procedures and processes to:

identify risks

consult with relevant stakeholders to analyse and evaluate risks

identify and evaluate control measures

develop and implement treatment plans for own area or responsibility

refer risks that are beyond own area of responsibility to others

maintain risk management documentation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline techniques for identifying and evaluating risks

outline organisational policies, procedures or processes for risk management

give examples of areas where risks are commonly identified in an organisation

outline the purpose and key elements of current risk management standards

outline the legislative and regulatory context of the organisation in relation to risk management

describe the organisation's auditing requirements relating to risk management.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk - risk management field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRSK501 Manage risk

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes skills and knowledge required to manage risks in a range of contexts across an organisation or for a specific business unit or area in any industry setting.

It applies to individuals who are working in positions of authority and are approved to implement change across the organisation, business unit, program or project area. They may or may not have responsibility for directly supervising others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Risk Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish risk context	1.1 Review organisational processes, procedures and requirements for undertaking risk management in accordance with current risk management standards 1.2 Determine scope for risk management process 1.3 Identify internal and external stakeholders and their issues 1.4 Review political, economic, social, legal, technological and policy context 1.5 Review strengths and weaknesses of existing arrangements 1.6 Document critical success factors, goals or objectives for area included in scope 1.7 Obtain support for risk management activities 1.8 Communicate with relevant parties about the risk management process and invite participation
2. Identify risks	2.1 Invite relevant parties to assist in the identification of risks 2.2 Research risks that may apply to scope 2.3 Use tools and techniques to generate a list of risks that apply to the scope, in consultation with relevant parties
3. Analyse risks	3.1 Assess likelihood of risks occurring 3.2 Assess impact or consequence if risks occur 3.3 Evaluate and prioritise risks for treatment
4. Select and implement treatments	4.1 Determine and select most appropriate options for treating risks 4.2 Develop an action plan for implementing risk treatment 4.3 Communicate risk management processes to relevant parties 4.4 Ensure all documentation is in order and appropriately stored 4.5 Implement and monitor action plan 4.6 Evaluate risk management process

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.4, 1.5, 2.2	Comprehends a variety of relatively complex texts Gathers, interprets and analyses textual information from a range of sources to identify relevant information
Writing	1.6, 1.8, 2.1, 2.3, 4.3	Develops textual material and organises content in a manner that effectively documents risk management analysis and assessment priorities and processes
Oral Communication	1.8, 2.1, 2.3, 4.3	Participates in interactions with stakeholders using questioning and listening to elicit opinions, and to confirm and clarify understanding
Numeracy	2.2	Uses numerical tools to assess risk and uses numerical data to review plans
Navigate the world of work	1.1, 2.1, 4.3	Refers to organisational processes, procedures and requirements when making decisions about risk management
Interact with others	1.8, 2.1, 2.3, 4.3	Establishes and uses appropriate conventions and protocols when communicating with stakeholders about risk management Consults and negotiates with stakeholders about risk management processes and outcomes
Get the work done	1.2, 1.3, 1.5, 1.7, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.4, 4.5, 4.6	Sequences and schedules a range of routine and complex activities, monitors implementation, evaluates processes and manages relevant communication Systematically analyses information to decide on appropriate risk management treatments Uses digital technologies and systems to access information, document plans and communicate with others

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRSK501 Manage risk	BSBRSK501B Manage risk	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRSK501 Manage risk

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse information from a range of sources to identify the scope and context of the risk management process including:

stakeholder analysis

political, economic, social, legal, technological and policy context

current arrangements

objectives and critical success factors for the area included in scope

risks that may apply to scope

consult and communicate with relevant stakeholders to identify and assess risks, determine appropriate risk treatment actions and priorities and explain the risk management processes

develop and implement an action plan to treat risks

monitor and evaluate the action plan and risk management process

maintain documentation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the purpose and key elements of current risk management standards

outline the legislative and regulatory context of the organisation in relation to risk management

outline organisational policies, procedures and processes for risk management.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk - risk management field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB403 Market the small business

Modification History

Release	Comments
Release 2	This version released with BSB Business Services Training Package Version 2.0. Version created to clarify intent
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to monitor and improve business performance via a clear marketing strategy integrated into the business plan.

It applies to individuals who operate a small business independently or within a larger organisation. Individuals in this role analyse and interpret market data.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop marketing strategies	1.1 Analyse the business and its key products or services to determine focus of marketing activities, in accordance with objectives of the business plan 1.2 Evaluate customer base and target market for the small business as a basis for marketing objectives and strategies 1.3 Conduct a competitor analysis to inform development of marketing strategies 1.4 Determine marketing objectives in consultation with relevant people and in accordance with the business plan 1.5 Ensure strategies are ethically and culturally appropriate and aligned with customer and industry expectations
2. Determine a marketing mix for the business	2.1 Assess product mix, volumes and pricing opportunities to determine marketing focus and optimise profit 2.2 Evaluate costs and benefits of using different distribution channels or providing different levels of customer service, and consider results in determining marketing mix 2.3 Determine marketing and promotional activities including the role of digital engagement to suit target market 2.4 Consider the customer journey and conversations in determining marketing mix
3. Implement marketing strategies	3.1 Brief those involved in the marketing effort on their roles and responsibilities, to ensure success of marketing strategies 3.2 Plan and implement marketing activities, in accordance with marketing objectives and budgetary requirements 3.3 Consider digital devices, platforms and technologies for effectiveness in implementing marketing activities
4. Monitor and improve marketing performance	4.1 Monitor marketing activities and evaluate business performance according to objectives and targets of the business plan 4.2 Analyse performance gaps and take corrective action or set new targets 4.3 Encourage all relevant people to propose ways to improve marketing performance 4.4 Seek and analyse customer reaction to all aspects of the marketing mix, using culturally appropriate processes, to improve targeting and outcomes 4.5 Conduct ongoing research of customer requirements and expectations in both on-line and off-line environments to identify opportunities for change and improvement 4.6 Identify and respond to opportunities to aid business development through new technologies and different ways of marketing

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.2-2.4, 3.2, 4.1, 4.4, 4.6	Identifies, analyses and evaluates complex information from a range of sources
Writing	1.3, 2.3, 2.5, 3.1, 3.2, 4.4-4.6	Prepares reports and other workplace documentation using structure, layout and terminology appropriate to the audience
Oral Communication	1.3, 3.1, 4.3, 4.4	Presents ideas and requirements clearly and using language and non-verbal techniques appropriate to audience and environment Uses questioning and listening to check and confirm understanding
Numeracy	2.1, 2.2, 3.2, 4.2	Analyses numerical information to determine budgetary requirements and product quantities Uses a range of calculation methods to evaluate costs and benefits
Navigate the world of work	4.5	Regularly reviews current situation and develops strategies to address improvements in marketing performance
Interact with others	4.3	Recognises importance of building rapport to establish effective working relationships
Get the work done	1.1-1.3, 2.1-2.5, 3.2, 4.1, 4.2	Takes responsibility for planning and organising own workload, identifying ways of sequencing and combining elements for greater efficiency Implements actions as per plan, making slight adjustments if necessary and addressing some unexpected issues Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into account Identifies concepts, principles and features of approaches in use in other contexts, and redesigns these to suit own situation Uses formal and informal processes to monitor implementation of solutions and reflect on outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB403 Market the small business Release 2	BSBSMB403 Market the small business Release 1	Updated to clarify intent	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB403 Market the small business

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 2.0. Version created to clarify intent of unit
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

determine marketing activity focus in line with objectives of the business plan

evaluate customer base

understand what is ethically and culturally appropriate

determine a marketing mix according to market and business needs, including:

ability to optimise sales and profit

ability to evaluate costs and benefits

determine customer needs and promotional activities

determine marketing strategies, including briefing appropriate personnel on their responsibilities

identify marketing opportunities in the digital environment

develop approaches to engage, respond and monitor customers in the digital space

monitor and evaluate activities and performance, and correct performance gaps

consult and communicate effectively with relevant people

research and monitor ongoing changes and improvements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss industry market trends

identify performance evaluation methods

explain methods of analysing costs and benefits of marketing strategies

summarise methods of developing marketing objectives and marketing mix

compare current digital devices, platforms and technologies for effectiveness in achieving marketing objectives

outline methods of monitoring customer satisfaction

identify relevant market analysis and research

provide a detailed explanation of relevant marketing concepts and methods.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

business technology

software for analysis of data

workplace documents and case studies or where possible, real situations

interaction with others.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB404 Undertake small business planning

Modification History

Release	Comments
Release 2	This version released with BSB Business Services Training Package Version 2.0. Version created to clarify intent of unit
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to research and develop an integrated business plan for achieving business goals and objectives.

It applies to individuals who operate a small business that operates independently, or as part of a larger organisation. Individuals in this role interpret business information and numerical data competently.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify elements of the business plan	1.1 Identify purpose of the business plan 1.2 Identify and review essential components of the business plan 1.3 Identify and document business goals and objectives as a basis for measuring business performance
2. Develop a business plan	2.1 Research resources, legal and compliance requirements, specifically in relation to work health and safety (WHS), in accordance with business goals and objectives 2.2 Research market needs, and market size and potential 2.3 Identify sources and costs of finance, from financial plan, to provide required liquidity and profitability for the business 2.4 Identify methods, from marketing strategies, to promote market exposure of the business 2.5 Identify methods or means of production or operation from production or operations plan to conform with business goals and objectives 2.6 Identify staffing requirements to effectively produce or deliver products and services 2.7 Identify, assess and prioritise internal and external risks 2.8 Identify specialist services and sources of advice, where required, and cost in accordance with available resources
3. Develop strategies for minimising risks	3.1 Identify specific interests and objectives of relevant people and seek and confirm their support of planned business direction 3.2 Identify and develop risk management strategies according to business goals and objectives, and relevant legal requirements 3.3 Develop a contingency plan to address possible areas of nonconformance with the plan

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.7, 3.1, 3.2	Identifies, analyses and evaluates complex workplace documentation during planning process
Writing	1.3, 2.3-2.7, 3.1-3.3	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	1.1, 3.1	Articulates ideas and requirements clearly and creatively based on techniques appropriate to assess business performance
Numeracy	2.2, 2.3, 2.5-2.7	Interprets numerical information to determine prospective markets, resource allocations and business profits/losses
Navigate the world of work	2.1, 3.2	Appreciates implications of legal and regulatory responsibilities related to own work
Interact with others	3.1	Looks for strengths in others, finding ways of working with and building on these and sharing own knowledge and experience freely
Get the work done	1.1, 1.2, 2.1-2.7, 3.2, 3.3	Uses a combination of formal, logical planning processes and an increasingly intuitive understanding of context to identify relevant information and to evaluate alternative strategies Implements actions as per plan, making slight adjustments if necessary, and addressing some unexpected issues Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into account Identifies concepts, principles and features of approaches in use in other contexts, and redesigns these to suit own situation Uses formal and informal processes to monitor implementation of solutions and reflect on outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB404 Undertake small business planning Release 2	BSBSMB404 Undertake small business planning Release 1	Updated to clarify intent	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB404 Undertake small business planning

Modification History

Release	Comments
Release 2	This version released with BSB Business Services Training Package Version 2.0. Version created to clarify intent of unit
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop a business plan which provides for finance, marketing and provision of products or services to facilitate all business goals and objectives

identify and plan all work health and safety (WHS) and duty of care responsibilities

identify and assess internal and external risks to the business

develop risk management strategies including a contingency plan for non-conformance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss all government legislative requirements relating to business operation, especially in regard to WHS and environmental issues, equal employment opportunity, industrial relations and antidiscrimination

explain methods of evaluation

summarise WHS responsibilities and procedures for identifying hazards relevant to the business

outline planning processes

describe preparation of a business plan

identify principles of risk management relevant to small business planning

outline common risks particular to the small business type or industry

explain reasons for, and benefits of, business planning

clarify relevant industry codes of practice

outline setting goals and objectives

explain types of business planning – feasibility studies; strategic, operational, financial and marketing planning.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

business equipment and resources

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies or where possible, real situations

interaction with others.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB405 Monitor and manage small business operations

Modification History

Release	Comments
Release 3	This version released with BSB Business Services Training Package Version 2.0. Version created to clarify intent of unit
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement a business plan and modify operations as required.

It applies to individuals who operate a small business which stands alone, or is part of a department within a larger organisation. Individuals in this role use problem-solving skills and take responsibility for developing approaches to manage business operations.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop operational strategies and procedures	1.1 Develop an action plan to provide a clear and coherent direction, in accordance with business goals and objectives 1.2 Identify work health and safety (WHS) and environmental issues, and implement strategies to minimise risk factors 1.3 Develop a quality system for the business in line with industry standards, compliance requirements and cultural criteria 1.4 Develop performance measures and operational targets to conform with the business plan 1.5 Develop strategies for innovation, including utilisation of existing, new or emerging technologies, where practicable, to optimise business performance
2. Implement operational strategies and procedures	2.1 Implement systems and key performance indicators or targets to monitor business performance and customer satisfaction 2.2 Implement systems to control stock, expenditure or cost, wastage or shrinkage and risks to health and safety in accordance with the business plan 2.3 Maintain staffing requirements, where applicable, within budget, to maximise productivity 2.4 Carry out provision of goods or services in accordance with established legal, ethical cultural and technical standards 2.5 Provide goods or services in accordance with time, cost and quality specifications, and customer requirements 2.6 Apply quality procedures to address product or service and customer requirements
3. Monitor business performance	3.1 Regularly monitor and review achievement of operational targets to ensure optimum business performance, in accordance with business plan goals and objectives 3.2 Review systems and structures, with a view to more effectively supporting business performance 3.3 Investigate and analyse operating problems to establish causes and implement changes as required, as part of the business quality system 3.4 Amend operational policies and procedures to incorporate corrective action
4. Review business operations	4.1 Review and adjust business plan, as required, to maintain business viability, in accordance with business goals and objectives 4.2 Clearly record proposed changes to aid future planning and evaluation 4.3 Undertake ongoing research into new business opportunities and adjust business goals and objectives as new business opportunities arise

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 1.5, 2.1, 2.2, 2.4, 2.5, 3.1, 4.1	Evaluates complex text to determine legislative, regulatory and workplace documentation
Writing	1.1, 1.3-1.5, 3.2, 3.4, 4.1, 4.2	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	3.2	Articulates clearly using specific and relevant language suitable to audience to convey requirements, and employs listening and questioning techniques to confirm understanding
Numeracy	2.2, 2.3, 2.5	Interprets numerical information to manage performance information and regulate cash flow
Navigate the world of work	1.1-1.3, 2.2, 2.4, 4.1	Monitors adherence to organisational policies and procedures and considers own role for its contribution to broader goals of the work environment Appreciates implications of legal and regulatory responsibilities related to own work with specific reference to safety
Get the work done	1.1, 1.3-1.5, 2.1-2.3, 2.5, 2.6, 3.1-3.3, 4.1, 4.3	Reflects on how digital systems and tools are used or could be used to achieve work goals, and begins to recognise strategic and operational applications Identifies concepts, principles and features of approaches in use in other contexts and considers how these may suit own situation Develops plans to manage relatively complex, non-routine tasks with an awareness of how they may contribute to longer-term operational and strategic goals Uses each experience to reflect on how variables impact decision outcomes, and to gain insights into what constitutes ‘good’ judgement and an effective decision in different contexts Recognises and addresses some unfamiliar problems of increasing complexity within own scope

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB405 Monitor and manage small business operations Release 3	BSBSMB405 Monitor and manage small business operations Release 2	Updated to clarify intent	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB405 Monitor and manage small business operations

Modification History

Release	Comments
Release 3	This version released with BSB Business Services Training Package Version 2.0. Version created to clarify intent of unit
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop strategies and procedures to successfully manage business operations, including:

developing an action plan

identifying risk management procedures

developing a quality system

implementing performance measures

utilising technologies to optimise business performance

implement and monitor strategies and procedures developed, including:

analysing and correcting business problems

reviewing and adjusting the business plan

record and research business improvements

make appropriate adjustments to business operations as required.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

summarise relevant industry codes of practice

explain methods for implementing operation and revenue control systems

summarise methods for monitoring performance and implementing improvements

outline work health and safety (WHS) responsibilities and procedures for managing hazards

identify relevant principles of risk management, including risk assessment

clarify quality system principles and methods

summarise relevant performance measures

discuss role of innovation

outline systems to manage staff, stock, expenditure, services and customer service

identify technical or specialist skills relevant to business operations.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

business equipment and resources

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies or possible, real situations

interaction with others.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB406 Manage small business finances

Modification History

Release	Comments
Release 2	This version released with BSB Business Services Training Package Version 2.0. Version created to clarify intent of unit
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement and review financial management strategies on a regular basis.

It applies to individuals who operate a small business that stands alone, or is part of a department within a larger organisation. Individuals in this role interpret financial reports and other numerical data to develop financial management strategies.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement financial plan	1.1 Identify financial information requirements and obtain specialist services, as required, to profitably operate the business in accordance with the business plan 1.2 Produce financial budgets or projections, including cash flow estimates, as required for each forward period, and distribute to relevant people in accordance with legal requirements 1.3 Negotiate, secure and manage business capital to best enable implementation of the business plan and to meet requirements of financial backers 1.4 Develop and maintain strategies to enable adequate financial provision for taxation in accordance with legal requirements 1.5 Develop, monitor and maintain client credit policies, including contingencies for debtors in default, to maximise cash flow 1.6 Select key performance indicators to enable ongoing monitoring of financial performance 1.7 Record and communicate financial procedures to relevant people to facilitate implementation of the business plan
2. Monitor financial performance	2.1 Regularly monitor and report on financial performance targets, and analyse data to establish extent to which the financial plan has been met 2.2 Monitor marketing and operational strategies for their effects on the financial plan 2.3 Calculate and evaluate financial ratios according to own or industry benchmarks 2.4 Assess financial plan to determine whether variations or alternative plans are needed, and change as required

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1, 2.4	Evaluates complex text to determine legislative, regulatory and workplace documentation
Writing	1.2-1.5, 1.7, 2.1	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	1.3, 1.7, 2.1	Articulates clearly using specific and relevant language suitable to audience to convey requirements, and employs listening and questioning techniques to confirm understanding Participates in verbal negotiations using tone and language suitable to audience
Numeracy	1.1-1.5, 2.1, 2.3, 2.4	Interprets numerical information to calculate all relevant financial information
Navigate the world of work	1.2, 1.4	Appreciates implications of legal and regulatory responsibilities related to own work
Interact with others	1.7, 2.1	Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1, 1.2, 1.4-1.6, 2.2, 2.4	Develops plans to manage relatively complex, non-routine tasks with an awareness of how they may contribute to longer-term operational and strategic goals Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into account Uses formal and informal processes to monitor implementation of ideas and reflect on outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB406 Manage small business finances Release 2	BSBSMB406 Manage small business finances Release 1	Updated to clarify intent	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB406 Manage small business finances

Modification History

Release	Comments
Release 2	This version released with BSB Business Services Training Package Version 2.0. Version created to clarify intent of unit
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

operate the business according to the business plan, including:

adhering to legal requirements

meeting requirements of financial backers

defining strategies for debt collection and contingencies for debtors

managing cash flow

defining key performance indicators

communicating with relevant people

monitor the business against financial plan and make changes as required.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss benchmarking

explain financial decision-making relevant to the business

summarise significant financial indicators

outline purposes of financial reports

clarify preparation and interpretation of budget/actual reports

identify principles for preparing balance sheets and their interpretation

outline debt collection procedures or strategies

characterise principles for preparing profit and loss statements and their interpretation

discuss stock records and stock control relevant to the business.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

business equipment and resources

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies or where possible, real situations

interaction with others.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSTR301 Contribute to continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to support continuous improvement in an organisation. Particular emphasis is on actively encouraging teams to participate in the process, monitoring and reporting on specified outcomes and supporting opportunities for further improvements.

The unit applies to individuals who use initiative, and organisational and communication skills to influence the ongoing development of the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Critical Thinking and Problem Solving – Business Strategy

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Coordinate continuous improvement	1.1 Communicate objectives and continuous improvement processes of the organisation to team members 1.2 Establish roles and skills within the team and identify training needs and performance improvement opportunities 1.3 Encourage team members to participate in decision making processes and exercise initiative
2. Monitor and report specified outcomes	2.1 Monitor team progress using systems and technology of the organisation and identify ways planning and operations could be improved 2.2 Report changes to processes and training to relevant stakeholders 2.3 Develop plans, in collaboration with team members, to apply continuous improvement techniques and processes
3. Support opportunities for further improvement	3.1 Communicate recommendations for improvements in achieving organisational objectives to team members 3.2 Monitor work performance and support team members to identify further opportunities for improvement 3.3 Maintain records, reports and recommendations for improvement within the organisation’s systems and processes

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

SKILL	DESCRIPTION
Learning	Contributes to ongoing organisational improvement by mentoring others to support continuous improvement processes
Reading	Interprets everyday workplace documentation
Writing	Uses appropriate vocabulary and grammatical structures to achieve precise meaning in a range of documentation
Oral communication	Articulates information in a positive manner using appropriate terminology, tone and style appropriate to context and audience Uses questioning and listening techniques to exchange and clarify information
Enterprise and initiative	Identifies the nature and purpose of own role and associated responsibilities and how own role relates to others and contributes to broader work goals Takes responsibility for adherence to organisational processes and systems
Teamwork	Shares information and resources, offers assistance and facilitates effective group interactions
Planning and organising	Takes responsibility for routine low-impact decisions within familiar situations Evaluates effectiveness of decisions in terms of how well they meet stated goals
Technology	Uses a range of digitally based technology and applications to organise, monitor, manage and communicate relevant information effectively

Unit Mapping Information

No equivalent unit. Supersedes but is not equivalent to:

BSBFLM309 Support continuous improvement systems and processes

BSBINN201 Contribute to workplace innovation.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSTR301 Contribute to continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

coordinate, monitor and support the continuous improvement of a work task for a team or work area.

In the course of the above, the candidate must:

identify options and benefits for improvements

address barriers to continuous improvement

use analysis work performance to identify improvement opportunities

use technology to monitor operational progress

apply recordkeeping processes.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

principles and techniques relating to:

continuous improvement systems and processes

benchmarking

best practice

benefits and barriers to continuous improvement

quality approaches that may be implemented in an organisation

methods that can be used in continuous improvement

organisational recording, reporting and recommendation processes.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace documents and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSTR401 Promote innovation in team environments

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to identify and implement ways of promoting innovation within team environments in the workplace.

The unit applies to individuals who are team participants or team leaders responsible for playing a proactive role in demonstrating innovation in a formal or informal team environment.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Critical Thinking and Problem Solving – Business Strategy

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify opportunities to maximise innovation	1.1 Identify team requirements relating innovation 1.2 Determine team dynamic and own relationship with team 1.3 Assist in evaluating team requirements according to workplace policies and procedures 1.4 Assist in identifying team’s current ways of working according to team objectives 1.5 Assist in identifying opportunities in areas for innovation 1.6 Assist in creating processes that allow team members to suggest options for innovation and innovative ideas
2. Organise and agree on effective ways of working	2.1 Identify ideas for ways of working better 2.2 Delegate responsibilities across the team, and encourage and reinforce teambased innovation 2.3 Agree and share responsibilities and confirm best use of team strengths and abilities 2.4 Schedule activities that allow time for thinking, challenging and collaboration 2.5 Establish reward and stimulation as an integral part of the team’s way of working
3. Support and guide colleagues to promote innovation	3.1 Demonstrate behaviour that supports innovation within team 3.2 Create an environment for staff to proactively share information, knowledge and experiences with other team members 3.3 Dedicate time with team members to challenge and test ideas 3.4 Discuss and explore innovation ideas with other team members
4. Evaluate innovation ideas and promotion	4.1 Identify criteria to review successful innovation in the workplace 4.2 Share innovation successes and examples of successful innovation within own workplace 4.3 Reflect on implemented innovation ideas 4.4 Seek and respond to feedback from relevant stakeholders to generate discussion and identify improvements in promoting innovation 4.5 Discuss with relevant stakeholders the challenges of being innovative 4.6 Document feedback received for improvements in promoting innovation for future activities

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

SKILL	DESCRIPTION
Reading	Interprets and analyses textual information, from a wide range of sources, to identify information relevant to team activities
Writing	Uses clear language and formats appropriate for the audience to highlight and present specific information
Oral communication	Actively participates in verbal exchanges of ideas and elicits the views and opinions of team members by listening and questioning Uses clear language to clarify rules and roles relating to team activities in formal and informal situations
Numeracy	Interprets numeric information relevant to team activities
Planning and organising	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role
Teamwork	Uses inclusive techniques to initiate, contribute and promote discussion amongst potentially diverse team members Recognises the importance of establishing and building effective working relationships
Planning and organising	Plans, sequences and prioritises tasks for efficient and effective outcomes
Problem solving	Uses problem-solving processes to address less predictable problems, and when appropriate, seeking input from others Contributes to continuous improvement of current work practices by applying basic principles of analytical and lateral thinking Reflects on outcomes and further explores own and the team’s role in implementing innovation
Initiative and enterprise	Understands the nature and purpose of own role and how it affects others in the work context

Unit Mapping Information

No equivalent unit. Supersedes but is not equivalent to BSBINN301 Promote innovation in a team environment.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSTR401 Promote innovation in team environments

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

on at least two occasions assist a team to create an innovative team environment.

In the course of the above, the candidate must:

encourage others to contribute to innovation

identify ways of working

implement and communicate improvements

plan and schedule activities

reflect on activities, feedback and challenges to identity improvement options

model open and respectful communications

contribute to the make-up and rules of the team.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

types of innovation and their benefits

ways of working, including:

working hours

working spaces

agile working

workplace policies and procedures

internal and external factors that contribute to a team becoming and remaining innovative, including:

team characteristics

role of group dynamics and diversity

broader environmental factors

activities that can encourage and hinder innovation in a team, including:

allocation of time and activities

modelling behaviour

rewards and recognition

communications

feedback.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace equipment and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSTR402 Implement continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to implement continuous improvement of systems and processes of an organisation. It includes using systems and strategies to encourage the team to participate in the process, monitoring and reviewing performance, and identifying opportunities for further improvements.

The unit applies to managers who are responsible for implementing the continuous improvement process to achieve the objectives of the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Critical Thinking and Problem Solving – Business Strategy

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and plan for improvement	1.1 Identify relevant stakeholders and establish improvements required 1.2 Identify where new systems and processes could be implemented 1.3 Promote team involvement in decision making processes for team systems and processes 1.4 Communicate and agree on new improvement systems and processes with relevant stakeholders 1.5 Manage reports and recommendations for using systems and processes of the organisation 1.6 Establish risk review processes
2. Monitor implementation of continuous improvement	2.1 Use workplace systems and technology, and monitor team performance according to organisational policies and procedures 2.2 Implement new systems and processes in consultation with relevant stakeholders 2.3 Maintain new system and processes in consultation with relevant stakeholders 2.4 Identify and resolve system and process issues
3. Evaluate implementation of continuous improvement	3.1 Communicate productivity improvements to relevant stakeholders and confirm their understanding 3.2 Seek and respond to feedback from relevant stakeholders on proposed improvement systems and process 3.3 Review improvement systems and process, and make changes, as required

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

SKILL	DESCRIPTION
Reading	Evaluates and integrates facts and ideas to construct meaning from a range of text types in order to implement continuous improvement systems and processes
Writing	Selects vocabulary, grammatical structures and conventions appropriate to text Researches, plans and prepares continuous improvement documentation for required stakeholders
Oral communication	Participates in a variety of spoken exchanges with a range of audiences using structure and language to suit the audience
Initiative and enterprise	Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of the work environment Recognises the potential of new approaches to enhance work practices and outcomes Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering required information and identifying and evaluating options against agreed criteria
Teamwork	Selects and uses required conventions and protocols when communicating with diverse individuals to seek and share information Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group communication, influencing direction and taking a leadership role on occasion
Self-management	Evaluates effectiveness of decisions in terms of how well they meet stated goals
Technology	Uses digital applications to access and filter data, extract, organise, integrate and share required information
Planning and organising	Takes responsibility for planning and organising own workload to achieve required outcomes

Unit Mapping Information

Supersedes and is equivalent to BSBMGT403 Implement continuous improvement.

Supersedes but is not equivalent to:

BSBCON401 Work effectively in a business continuity context

BSBMGT406 Plan and monitor continuous improvement.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSTR402 Implement continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

implement at least one continuous improvement system or process in an organisation or work area.

In the course of the above, the candidate must:

provide support to enable individuals and teams to participate in decisions, take responsibility, show initiative and implement improvement processes

communicate effectively to support the implementation of improvements and improvement system and processes

implement, monitor and update improvement plans, processes and procedures to improve performance

document performance to identify further opportunities for improvement

manage records and reports in the systems and procedures of the organisation.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

continuous improvement systems and processes

coaching and mentoring needs to support continuous improvement

change management techniques that support continuous improvement and initiative

organisation’s systems and data used for benchmarking and monitoring performance for continuous improvement.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace documentation and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSTR501 Establish innovative work environments

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to create an environment that enables and supports practice which focuses on a holistic approach to the integration of innovation across all areas of work practice.

The unit applies to individuals working in leadership or management roles in any industry or community context. The individual could be employed by the organisation, but may also be an external contractor, the leader of a cross organisation team or of a self-formed team of individuals.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Critical Thinking and Problem Solving – Business Strategy

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish work practices	1.1 Identify relevant stakeholders 1.2 Identify organisational objectives and practices 1.3 Evaluate current work conditions 1.4 Determine working conditions that allow innovative practices according to organisational policies and procedures 1.5 Identify organisational resources relating to innovation 1.6 Build and lead team and maximise opportunities for innovation
2. Create an innovative environment	2.1 Evaluate the impacts of changing work environment 2.2 Collaborate with stakeholders and develop ideas for enhancing work environment 2.3 Identify and select resources required for enhancing work environment 2.4 Assess the ability of the workspace to support innovation 2.5 Assist team members to adapt and perform in new work environment
3. Implement innovative work environment	3.1 Encourage creative mindsets, collaborative working and development of positive workplace relationships 3.2 Reinforce the value of innovation according to organisational vision and objectives 3.3 Take risks to open up opportunities for innovation 3.4 Select ways of celebrating and encouraging innovation 3.5 Encourage and support evaluation of innovative ideas
4. Share and evaluate innovative ideas and work environment	4.1 Share relevant information, knowledge and skills on innovative practices with stakeholders 4.2 Provide and encourage formal and informal learning opportunities to develop skills required for innovation 4.3 Create opportunities where individuals can learn from the experience of others 4.4 Seek and respond to suggestions, improvements and innovations from all team members

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

SKILL	DESCRIPTION
Reading	Interprets and evaluates information that may deal with complex ideas related to issues both within and outside a given workplace context
Writing	Develops information for others using language to suit the context and audience
Oral communication	Presents ideas and concepts to a range of audiences using structure and language to suit the audience Uses active listening and questioning to discuss and clarify information and to confirm understanding
Self-management	Takes responsibility for implementing practices and procedures to achieve organisational objectives in innovation according to role requirements Accepts responsibility for planning and implementing tasks and practices to achieve organisational goals, negotiating key aspects with others and taking into account current capabilities and needs
Initiative and enterprise	Develops new and innovative ideas through exploration, evaluation, analysis and critical thinking
Teamwork	Uses required communication techniques to build rapport and foster strong relationships with co-workers in a range of work contexts Uses inclusive and collaborative techniques to share, promote and convey complex information about new ideas and systems within the workplace Facilitates a climate where people feel comfortable suggesting and discussing improvements and new ideas
Problem Solving	Uses problem solving processes to identify, assess and respond to challenges and risks around innovation

Unit Mapping Information

No equivalent unit. Supersedes but is not equivalent to:

BSBINN501 Establish systems that support innovation

BSBINN502 Build and sustain an innovative work environment.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSTR501 Establish innovative work environments

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

establish at least two different procedures and practices that foster innovation in areas of work practice, including at least three of the following:

collaborative work arrangements

building team capacity to contribute to innovation

providing formal and informal learning opportunities

evaluating ideas of innovation in work environment

celebrating and encouraging innovation

consulting with relevant stakeholders

changing physical work environment, including designing, fitting-out and decorating workspaces

communicating and sharing of ideas and feedback.

In the course of the above, the candidate must:

reinforce the value of innovation to the vision and objectives of the organisation

model behaviour, including:

being receptive to ideas

giving constructive advice

establishing and maintaining relationships based on mutual respect and trust

taking considered risks that provide opportunities for innovation

support innovation and collaboration of ideas to make improvements.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

concepts and theories of innovation

context for innovation in the workplace, including:

core business values

overall objectives

broader environmental context

value and benefit of innovative ideas and projects

factors and tools that motivate individuals

creative thinking and innovative work practices

ways of celebrating and promoting innovation in the workplace

approaches to management and leadership and how they support and hinder innovation

challenges and barriers to innovation and ways of overcoming them, including:

rewarding and celebrating innovation

coaching and learning

modelling behaviour and managing the physical environment.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

relevant legislation and codes of practice

relevant organisational policies and procedures

workplace equipment and resources.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSUS301 Implement and monitor environmentally sustainable work practices

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to effectively analyse the workplace in relation to environmentally sustainable work practices and to implement improvements and monitor their effectiveness.

It applies to individuals with responsibility for a specific area of work or who lead a work group or team and addresses the knowledge, processes and techniques necessary to implement and monitor environmentally sustainable work practices, including the development of processes and tools.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Sustainability

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Investigate current practices in relation to resource usage	1.1 Identify environmental regulations applying to the enterprise 1.2 Analyse procedures for assessing compliance with environmental/sustainability regulations 1.3 Collect information on environmental and resource efficiency systems and procedures, and provide to the work group where appropriate 1.4 Collect, analyse and organise information from a range of sources to provide information/advice and tools/resources for improvement opportunities 1.5 Measure and document current resource usage of members of the work group 1.6 Analyse and document current purchasing strategies 1.7 Analyse current work processes to access information and data to assist in identifying areas for improvement
2. Set targets for improvements	2.1 Seek input from stakeholders, key personnel and specialists 2.2 Access external sources of information and data as required 2.3 Evaluate alternative solutions to workplace environmental issues 2.4 Set efficiency targets
3. Implement performance improvement strategies	3.1 Source and use appropriate techniques and tools to assist in achieving efficiency targets 3.2 Apply continuous improvement strategies to own work area of responsibility, including ideas and possible solutions to communicate to the work group and management 3.3 Implement and integrate environmental and resource efficiency improvement plans for own work group with other operational activities 3.4 Supervise and support team members to identify possible areas for improved practices and resource efficiency in work area 3.5 Seek suggestions and ideas about environmental and resource efficiency management from stakeholders and act upon where appropriate 3.6 Implement costing strategies to fully utilise environmental assets
4. Monitor performance	4.1 Use and/or develop evaluation and monitoring, tools and technology 4.2 Document and communicate outcomes to report on efficiency targets to key personnel and stakeholders 4.3 Evaluate strategies and improvement plans 4.4 Set new efficiency targets, and investigate and apply new tools and strategies 4.5 Promote successful strategies and reward participants where possible

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 1.6, 1.7, 2.3, 3.1	Identifies and analyses complex texts to determine legislative, regulatory and business requirements Reviews reported information to evaluate workplace strategies and improvement practices
Writing	1.5, 1.6, 2.1, 2.2, 2.4, 3.1-3.3, 4.4, 4.5	Documents findings of investigations from written and oral sources according to organisational requirements Provides updates about progress using formats and language appropriate to the audience and context
Oral Communication	2.1, 2.2, 3.3-3.5, 4.4, 4.5	Presents information and seeks advice using structure and language appropriate to audience Participates in discussions using listening and questioning to elicit the views of others and to clarify or confirm understanding
Numeracy	1.5, 2.4, 3.1, 3.6, 4.4	Analyses numerical information to measure usage and calculates metric measurements, quantities/ratios and financial data using appropriate tools
Navigate the world of work	1.1, 1.2	Recognises and follows legislative requirements and organisational policies and procedures associated with own role
Interact with others	1.3, 2.1, 2.2, 3.3-3.5, 4.2, 4.4, 4.5	Selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders to seek or share information Collaborates and consults with a range of stakeholders to achieve shared understanding of individual roles in meeting objectives
Get the work done	1.2, 1.4-1.7, 2.3, 2.4, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.3, 4.4	Develops plans to manage routine and non-routine tasks for own work group with an awareness of how they contribute to the broader organisation Uses systematic, analytical processes to set environmental targets, gather relevant information, identify and evaluate alternative approaches Evaluates outcomes of decisions to identify opportunities for improvement Uses the main features and functions of digital tools to complete work tasks and access information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSUS301 Implement and monitor environmentally sustainable work practices	BSBSUS301A Implement and monitor environmentally sustainable work practices	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSUS301 Implement and monitor environmentally sustainable work practices

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse information from a range of sources to identify current procedures, practices and compliance requirements in relation to environmental and resource sustainability

consult and communicate with relevant stakeholders to seek input and encourage engagement with developing and implementing sustainability improvements, encourage feedback and suggestions and report on outcomes

plan and organise work group activities to:

measure current resource usage

solve problems and generate ideas for improvements

evaluate and implement strategies to improve resource usage

plan, implement and integrate improvements into operations

meet environmental requirements

apply continuous improvement approach to sustainability performance

apply change management techniques to support sustainability performance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify relevant internal and external sources of information and explain how they can be used to identify sustainability improvements

explain the compliance requirements for the work area with reference to legislation, regulations, codes of practice and workplace procedures that relate to environmental and resource issues

outline common environmental and energy efficiency issues within the industry

give examples of benchmarks for environmental and resource sustainability that are relevant to the organisation

outline organisational systems and procedures that relate to environmental and resource sustainability improvements including:

supply chain, procurement and purchasing

quality assurance

making recommendations and seeking approvals

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the sustainability field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSUS411 Implement and monitor environmentally sustainable work practices

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to analyse and implement improvements to the environmental sustainability of work practices and monitor their effectiveness.

The unit applies to individuals with responsibility for the practices of a specific work area or who lead a work group or team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Sustainability

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish sustainable work contexts	1.1 Identify and assess organisational compliance against environmental legislation, regulations and standards 1.2 Collect data on environmental efficiency in organisational systems and processes 1.3 Analyse data on environmental efficiency and current purchasing strategies and identify areas for improvement 1.4 Consult stakeholders and external data sources on sustainability best practice 1.5 Develop efficiency targets and methods to monitor outcomes
2. Implement sustainable work practices	2.1 Identify and source tools to set efficiency targets 2.2 Implement and integrate efficiency targets with other operational activities 2.3 Support team members to identify possible areas for improved resource efficiency in work areas 2.4 Seek and act on feedback from stakeholders on implementation
3. Monitor performance of sustainable work practices	3.1 Assess outcomes using monitoring method developed 3.2 Document and communicate outcomes to key personnel and stakeholders 3.3 Identify changes required to targets and tools from strategies and improvement plans 3.4 Promote successful strategies in development of new efficiency targets

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Numeracy	Analyses numerical information to measure usage and calculates metric measurements, quantities and ratios and financial data using appropriate tools
Oral communication	Presents information and seeks advice using structure and language appropriate to audience Participates in discussions using listening and questioning to elicit the views of others and to clarify or confirm understanding
Reading	Identifies and analyses texts to determine legislative and regulatory requirements relevant to work area Reviews reported information to evaluate workplace strategies and improvement practices
Writing	Documents findings of investigations from written and oral sources according to organisational requirements Provides updates about progress using formats and language appropriate to the audience and context
Initiative and Enterprise	Identifies and follows legislative requirements and organisational policies and procedures associated with own role
Teamwork	Selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders to seek or share information Collaborates and consults with a range of stakeholders to achieve shared understanding of individual roles in meeting objectives
Planning and organising	Develops plans to manage routine and non-routine tasks for own work group with an awareness of how they contribute to the broader organisation Uses systematic, analytical processes to set environmental targets, gather relevant information, identify and evaluate alternative approaches Evaluates outcomes of decisions to identify opportunities for improvement
Technology	Uses the main features and functions of digital tools to complete work tasks and access information

Unit Mapping Information

Supersedes and is equivalent to BSBSUS401 Implement and monitor environmentally sustainable work practices.

Supersedes but is not equivalent to:

BSBSUS402 Implement an environmental management plan

BSBSUS403 Measure, monitor and reduce carbon emissions

BSBSUS404 Assess, implement, monitor and report on waste management

BSBSUS405 Assess, monitor and reduce water use

BSBSUS406 Identify and apply sustainability rating tools.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSUS411 Implement and monitor environmentally sustainable work practices

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

implement and monitor at least three environmentally sustainable work practices.

In the course of the above, the candidate must:

identify current procedures, practices and compliance requirements in relation to environmental and resource sustainability in the workplace

engage and consult with relevant stakeholders to develop and implement sustainability improvements, encourage feedback and to report on outcomes

plan and organise work group activities to:

measure current resource usage

evaluate alternative solutions to workplace environmental issues

resolve workplace sustainability issues and generate ideas for improvements

evaluate and implement strategies to improve resource usage

comply with environmental requirements

apply continuous improvement approaches to enhance organisation’s sustainability performance

apply change management techniques to support sustainability performance.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

compliance requirements for the work area with reference to legislation, regulations, codes of practice and workplace procedures that relate to environmental and sustainability issues

relevant internal and external sources of information for the development of efficiency targets

benchmarks for environmental and resource sustainability relevant to organisation

Australian and international standards for corporate social sustainability

continuous improvement approaches for workplace practices

resources for monitoring sustainable work practices including:

questionnaires and surveys

visual calculations

supply records and invoices

previous internal and external audit documents

organisational systems and procedures that relate to environmental and resource sustainability improvements, including:

supply chain, procurement and costing strategies

quality assurance

recommendation development and seeking approvals

sales strategies and operations.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

environmental sustainability legislation, regulations, standards and codes

workplace reference materials for environmental sustainability and practices.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSUS501 Develop workplace policy and procedures for sustainability

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and implement a workplace sustainability policy and to modify the policy to suit changed circumstances.

It applies to individuals with managerial responsibilities who undertake work developing approaches to create, monitor and improve strategies and policies within workplaces and engage with a range of relevant stakeholders and specialists.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Sustainability

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop workplace sustainability policy	1.1 Define scope of sustainability policy 1.2 Gather information from a range of sources to plan and develop policy 1.3 Identify and consult stakeholders as a key component of the policy development process 1.4 Include appropriate strategies in policy at all stages of work for minimising resource use, reducing toxic material and hazardous chemical use and employing life cycle management approaches 1.5 Make recommendations for policy options based on likely effectiveness, timeframes and cost 1.6 Develop policy that reflects the organisation’s commitment to sustainability as an integral part of business planning and as a business opportunity 1.7 Agree to appropriate methods of implementation, outcomes and performance indicators
2. Communicate workplace sustainability policy	2.1 Promote workplace sustainability policy, including its expected outcome, to key stakeholders 2.2 Inform those involved in implementing the policy about expected outcomes, activities to be undertaken and assigned responsibilities
3. Implement workplace sustainability policy	3.1 Develop and communicate procedures to help implement workplace sustainability policy 3.2 Implement strategies for continuous improvement in resource efficiency 3.3 Establish and assign responsibility for recording systems to track continuous improvements in sustainability approaches
4. Review workplace sustainability policy implementation	4.1 Document outcomes and provide feedback to key personnel and stakeholders 4.2 Investigate successes or otherwise of policy 4.3 Monitor records to identify trends that may require remedial action and use to promote continuous improvement of performance 4.4 Modify policy and or procedures as required to ensure improvements are made

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 4.2, 4.3	Identifies, analyses and evaluates complex textual information to determine legislative and regulatory requirements, trends and outcomes
Writing	1.2-1.7, 2.1, 2.2, 3.1, 3.3, 4.1, 4.3, 4.4	Researches, plans and prepares documentation using format and language appropriate to context, organisational requirements and audience
Oral Communication	1.2, 1.3, 2.1, 2.2, 3.1, 4.1	Presents information and seeks advice using language appropriate to audience Participates in discussions using listening and questioning to elicit the views of others and to clarify or confirm understanding
Numeracy	1.5, 4.3	Interprets and uses mathematical equations to calculate numerical information relating to time durations and costs
Navigate the world of work	1.1-1.6, 3.1, 4.4	Develops, monitors and modifies organisational policies and procedures in accordance with legislative requirements and organisation goals
Interact with others	1.2, 1.3, 2.1, 2.2, 3.1, 3.3, 4.1, 4.3	Selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders to seek or share information Plays a lead role in consulting and negotiating positive outcomes with a range of stakeholders
Get the work done	1.2, 1.4-1.7, 2.3, 2.4, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.3, 4.4	Plans, organises and implements work activities of self and others that ensure compliance with organisational policies and procedures, and legislative requirements Sequences and schedules complex activities, monitors implementation, and manages relevant communication Uses systematic, analytical processes in relatively complex, situations, setting goals, gathering relevant information, and identifying and evaluating options against agreed criteria Evaluates outcomes of decisions to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSUS501 Develop workplace policy and procedures for sustainability	BSBSUS501A Develop workplace policy and procedures for sustainability	Updated to meet Standards for Training Packages Minor edits to clarify performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSUS501 Develop workplace policy and procedures for sustainability

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

scope and develop organisational policies and procedures that comply with legislative requirements and support the organisation’s sustainability goals covering at a minimum:

minimising resource use

resource efficiency

reducing toxic material and hazardous chemical use

employing life cycle management approaches

continuous improvement

plan and implement sustainability policy and procedures including:

agreed outcomes

performance indicators

activities to be undertaken

assigned responsibilities

record keeping, review and improvement processes

consult and communicate with relevant stakeholders to generate engagement with sustainability policy development, implementation and continuous improvement

review and improve sustainability policies.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the environmental or sustainability legislation, regulations and codes of practice applicable to the organisation identify internal and external sources of information and explain how they can be used to plan and develop the organisation’s sustainability policy

explain policy development processes and practices

outline organisational systems and procedures that relate to sustainability

outline typical barriers to implementing policies and procedures in an organisation and possible strategies to address them.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the sustainability field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSUS511 Develop workplace policies and procedures for sustainability

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to develop and implement workplace sustainability policies and to modify the policy to suit changed circumstances.

The unit applies to individuals with managerial responsibilities who undertake work developing approaches to create, monitor and improve strategies and policies within workplaces. These individuals also engage with a range of relevant stakeholders and specialists.

'Sustainability' in this unit refers to a broad approach that focuses on the minimisation of an organisation’s social, economic and environmental impact, as well as proactive value creation in these areas.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Sustainability

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare workplace sustainability policies	1.1 Establish scope and objectives of workplace sustainability policies 1.2 Gather information for development of sustainability policies 1.3 Analyse information and consultation insights 1.4 Develop and document sustainability policies according to organisational processes 1.5 Incorporate implementation and continuous improvement processes into sustainability policies
2. Implement workplace sustainability policies	2.1 Present workplace sustainability policies and implementation processes to key stakeholders 2.2 Identify and source resources required to implement sustainability policies 2.3 Support implementation of workplace sustainability policies 2.4 Track continuous improvements in sustainability approaches using recording systems
3. Review implementation of workplace sustainability policies	3.1 Document outcomes and provide feedback to key personnel and stakeholders 3.2 Identify trends requiring remedial action to promote continuous improvement of performance 3.3 Modify sustainability policies to incorporate improvements

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Numeracy	Interprets and uses mathematical equations to calculate numerical information relating to time durations and costs
Oral communication	Presents information and seeks advice using language appropriate to audience Participates in discussions using listening and questioning to elicit the views of others and to clarify or confirm understanding
Reading	Identifies, analyses and evaluates complex textual information to determine legislative and regulatory requirements, trends and outcomes
Writing	Researches, plans and prepares documentation using format and language appropriate to context, organisational requirements and audience
Initiative and enterprise	Develops, monitors and modifies organisational policies and procedures according to legislative requirements and organisation goals
Teamwork	Selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders to seek or share information Plays a lead role in consulting and negotiating positive outcomes with a range of stakeholders
Planning and organising	Plans, organises and implements work activities of self and others that ensure compliance with organisational policies and procedures, and legislative requirements Sequences and schedules complex activities, monitors implementation, and manages relevant communication Uses systematic, analytical processes in relatively complex, situations, setting goals, gathering relevant information, and identifying and evaluating options against agreed criteria Evaluates outcomes of decisions to identify opportunities for improvement

Unit Mapping Information

Supersedes and is equivalent to BSBSUS501 Develop workplace policy and procedures for sustainability.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSUS511 Develop workplace policies and procedures for sustainability

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop and implement workplace policies and procedures for sustainability on at least one occasion, including:

implementing sustainability policy and procedures into wider organisational policies and procedures

consulting and communicating with relevant stakeholders to generate engagement with sustainability policy development, implementation and continuous improvement.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

Australian and international standards relating to corporate sustainability

environmental and sustainability legislation, regulations and codes of practice applicable to organisation

internal and external sources of information and their use in planning and developing organisational sustainability policies and procedures

elements required for the development of organisational sustainability policies and processes including:

agreed outcomes of the policy and procedures

policy timeframes and costs

performance indicators

activities to be undertaken

assigned responsibilities

record keeping, review and improvement processes

common sustainability issues with organisational systems and procedures

typical barriers to implementing policies and procedures in an organisation and possible strategies to address them.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

corporate sustainability legislation, regulations, standards and codes

organisational documentation on sustainability and sustainable practices.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBTWK502 Manage team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation.

The unit applies to individuals working at a managerial level who lead and build a positive culture within their work teams. At this level, work will normally be carried out using complex and diverse methods and procedures requiring the exercise of considerable discretion and judgement. It will also involve using a range of problem solving and decision-making strategies.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Social Competence – Teamwork and Relationships

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish team performance plan	1.1 Identify team purpose, roles, and responsibilities according to organisational and task objectives 1.2 Develop performance plans with expected outcomes, key performance indicators (KPIs) and goals for work team 1.3 Support team members in meeting expected performance outcomes
2. Develop and facilitate team cohesion	2.1 Develop strategies for facilitating team member input into planning, decision making and operational aspects of team tasks 2.2 Develop or modify policies and procedures for promoting team member accountability for personal work and team tasks 2.3 Provide feedback to team members on team effort and contributions 2.4 Develop processes for identifying and addressing issues, concerns and problems identified by team members
3. Facilitate teamwork	3.1 Encourage team members to participate in and to take responsibility for team activities 3.2 Support the team in identifying and resolving work performance problems 3.3 Promote work team collaboration through individual behaviour
4. Liaise with stakeholders	4.1 Establish and maintain open communication processes with relevant stakeholders 4.2 Communicate information from line management to the team 4.3 Communicate and follow-up unresolved issues, concerns and problems raised by team members with line management 4.4 Address unresolved issues, concerns and problems raised by stakeholders

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

SKILL	DESCRIPTION
Reading	Analyses and interprets textual information from the organisation’s policies, goals and objectives to establish team goals or to determine corrective action
Writing	Prepares workplace documentation that communicates complex information clearly and effectively
Oral Communication	Engages in discussions or provides information using appropriate vocabulary and non-verbal features Uses listening and questioning techniques to confirm understanding and to engage the audience
Enterprise and initiative	Identifies how own role contributes to broader organisational goals Modifies or develops policies and procedures to achieve organisational goals
Teamwork	Selects and uses appropriate conventions and protocols when communicating with diverse stakeholders Uses interpersonal skills to gain trust and confidence of team and provides feedback to others in forms that can be understood and used Adapts personal communication style to build positive working relationships and to show respect for the opinions, values and particular needs of others
Planning and organising	Develops, implements and monitors plans and processes to ensure team effectiveness Monitors and actively supports processes and development activities to ensure the team is focused on work outcomes Plans for unexpected outcomes and implements creative responses to overcome challenges

Unit Mapping Information

Supersedes and is equivalent to BSBWOR502 Lead and manage team effectiveness.

Supersedes but is not equivalent to:

BSBMGT520 Plan and manage the flexible workforce

BSBWRK409 Prepare for and participate in dispute resolution.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBTWK502 Manage team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

manage the effectiveness of at least one work team.

In the course of the above, the candidate must:

provide feedback to encourage, value and reward others

model desired behaviour and practices

encourage and foster shared understanding of purpose, roles and responsibilities

support team to meet expected performance outcomes including providing formal and informal learning opportunities as needed

develop performance plans with key performance indicators (KPIs), outputs and goals for individuals or the team which incorporate input from stakeholders

communicate effectively with a range of stakeholders about team performance plans and team performance

evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

impacts of group dynamics on team performance

methods of establishing team activities including communication processes

strategies that can support team cohesion, participation and performance

strategies for gaining consensus

issue resolution strategies.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace documents relevant to team task objectives.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWHS402 Assist with compliance with WHS laws

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to assist with providing advice about the legislative duties, rights and obligations of individuals and parties prescribed in work health and safety (WHS) legislation. It includes identification of WHS legislation, duties, rights and obligations and the necessary actions to ensure compliance in the workplace.

This unit applies to individuals who assist with providing advice about the legislative duties, rights and obligations of individuals and parties prescribed in WHS laws as part of a systematic approach to managing WHS. This unit applies to people who work in a broad range of WHS roles across all industries.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) are equivalent and generally either can be used in the workplace. In jurisdictions where the Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory OHS legislative requirements.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Work Health and Safety

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Assist with determining the legal framework for WHS in the workplace	1.1 Access current WHS legislation and related documentation relevant to the organisation’s operations 1.2 Use knowledge of the relationship between WHS Acts, regulations, codes of practice, standards and guidance material to assist with determining legal requirements in the workplace 1.3 Assist with identifying and confirming the duties, rights and obligations of individuals and parties as specified in legislation 1.4 Assist with seeking advice from legal advisers where necessary
2 Assist with providing advice on WHS compliance	2.1 Assist with providing advice to individuals and parties about their legal duties, rights and obligations, and the location of relevant information in WHS legislation 2.2 Assist with providing advice to individuals and parties about the functions and powers of the WHS regulator and how they are exercised, and the objectives and principles underpinning WHS
3 Assist with WHS legislation compliance measures	3.1 Assist with assessing how the workplace complies with relevant WHS legislation 3.2 Assist with determining the WHS training needs of individuals and parties, and with providing training to meet legal and other requirements 3.3 Assist with developing and implementing changes to workplace policies, procedures, processes and systems that will achieve compliance

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.3,2.1, 2.2, 3.3	Interprets and analyses complex WHS legislative and organisational texts
Writing	1.4, 2.1, 3.3	Documents WHS legislative and organisational advice using structure, layout and language suitable for audience Drafts, documents and updates policies, procedures or processes according to requirements Uses appropriate vocabulary and register to seek legal advice
Oral communication	1.2-1.4, 2.1, 2.2, 3.1-3.3	Uses structure and language suitable for audience to provide, seek and discuss WHS legislative information Uses questioning and active listening to clarify understanding
Navigate the world of work	1.2, 1.3, 2.1, 2.2	Takes responsibility for adherence to legal and regulatory responsibilities and organisational policies and procedures in relation to WHS role and responsibilities Keeps up to date on changes to WHS legislation and regulations, and organisational policies and procedures
Interact with others	1.2, 1.3, 1.4, 2.1, 2.2, 3.1, 3.2, 3.3	Understands what to communicate, with whom and how, in the context of seeking WHS legal advice Cooperates with others as part of WHS compliance activities, and contributes to specific activities requiring joint responsibility and accountability Collaborates with others to achieve individual and team outcomes
Get the work done	3.1-3.3	Uses combination of formal, logical planning and intuitive understanding of context to identify relevant information and risks, and identify and evaluate alternative strategies in relation to WHS compliance Uses formal decision making processes, setting or clarifying goals, gathering information and identifying and evaluating choices against a set of criteria in relation to WHS compliance and training needs identification Contributes to the design of new approaches in relation to WHS compliance

Range of Conditions

This section specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Current WHS legislation and related documentation must include:	current applicable Commonwealth and state or territory WHS Acts, regulations and codes of practice organisational WHS policies, procedures, processes and systems standards, guidance publications and alerts issued by the relevant WHS regulator.

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWHS402 Assist with compliance with WHS laws	BSBWHS402A Assist with compliance with WHS laws	Updated to meet Standards for Training Packages Edits to clarify intent of Performance Criteria Strengthened Assessment Conditions. Assessors of this unit of competency must hold a WHS qualification or equivalent at Diploma level or higher	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWHS402 Assist with compliance with WHS laws

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to assist with:

determining current work health and safety (WHS) legal requirements for the workplace

providing advice to parties and individuals about current WHS legal requirements for the workplace, including underpinning principles, legal duties, rights and obligations and WHS regulator functions and powers

assessing workplace compliance with WHS legislative requirements

determining the training needs of individuals and parties in relation to WHS requirements

developing and implementing workplace changes in order to achieve WHS legal compliance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

detail the duties, rights and obligations of individuals and parties as specified in relevant WHS legislation, and specify the location of relevant information on WHS legislation

describe the functions and powers of the relevant WHS regulator and how they are exercised

identify internal and external sources of WHS information, and how to access them

outline the objectives and principles underpinning WHS legislation

specify method/s used for:

assessing WHS compliance

determining training needs in relation to WHS compliance

implementing changes to achieve WHS compliance.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals carrying out work health and safety duties in the workplace and include access to:

relevant Acts, regulations, codes of practice, standards and guidance material

relevant workplace documentation

reports from individuals and parties consulted in ensuring WHS compliance

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements. In addition, assessors for this unit of competency must hold a WHS qualification or equivalent at Diploma level or higher.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWHS405 Contribute to implementing and maintaining WHS management systems

Modification History

Release	Comments
Release 2	This version released with BSB Business Services Training Package Version 2.0 Version created to clarify intent of application
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to contribute to the implementation and maintenance of a Work Health and Safety management system (WHSMS) as it applies to own work area and job role.

It applies to individuals with responsibilities for contributing to an organisation's WHSMS as part of their work health and safety (WHS) responsibilities in a range of industry and workplace contexts.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) are equivalent and generally either can be used in the workplace. In jurisdictions where the Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory OHS legislative requirements.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Work Health and Safety

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Contribute to developing and promoting WHS policy	1.1 Apply knowledge of the elements of WHS policy to contribute to the development and promotion of the policy as appropriate to own job role and work area 1.2 Seek the contribution and support of others in the development and promotion of WHS policy as appropriate to own job role and work area 1.3 Apply WHS policy to own and others' job roles and work areas, and communicate and explain this to others
2 Contribute to WHSMS planning	2.1 Apply knowledge of WHS legislation to identify duty holders relevant to own job role and work area 2.2 Apply knowledge of the elements of a plan to contribute to planning as it applies to own job role and work area 2.3 Facilitate integration of returntowork and injury management procedures into the WHSMS plan 2.4 Communicate and explain the planning process to others and facilitate their contributions to the plan
3 Contribute to implementing the WHSMS plan	3.1 Implement the plan as it applies to own job role and work area 3.2 Communicate and explain the plan to others in relation to their roles and responsibilities as specified in the plan 3.3 Facilitate the contribution of others to implementing the plan
4 Contribute to evaluating WHS performance	4.1 Apply knowledge of elements of WHS performance evaluation processes and methods to contribute to evaluation as it applies to own job role and work area 4.2 Communicate and explain evaluation of WHS performance to others and facilitate their contribution
5 Contribute to reviewing and improving the WHSMS	5.1 Apply knowledge of elements of processes and methods to contribute to the review and improvement of WHS performance as it applies to own job role and work area 5.2 Communicate and explain review and improvement of the WHSMS to others and facilitate their contribution

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 2.1, 2.3, 4.1	Interprets and analyses complex WHS legislative and organisational texts
Writing	1.1, 1.2, 1.3, 2.3, 2.4, 3.2, 4.2, 5.2	Uses structure, layout and language suitable for audience to document development of WHS policy and WHSMS plan Develops required documentation using appropriate organisational formats and industry specific vocabulary
Oral communication	1.1, 1.2, 1.3, 2.3, 2.4, 3.2, 4.2, 5.2	Presents information and advice about WHS policy using language, structure and register appropriate to audience Asks questions and listens closely to gather required information
Navigate the world of work	1.1-1.3, 2.1	Takes responsibility for adherence to legal and regulatory responsibilities and organisational policies and procedures in relation to WHS and WHSMS Keeps up to date on changes to WHS legislation and regulations and organisational policies and procedures
Interact with others	1.1, 1.2, 1.3, 2.2, 2.4, 3.2, 3.3, 4.2, 5.1, 5.2	Understands what to communicate, with whom and how in context of WHS policy and performance and WHSMS processes Cooperates with others as part of WHS and WHSMS processes, and contributes to specific activities requiring joint responsibility and accountability Collaborates with others to achieve individual and team outcomes
Get the work done	3.1, 4.1, 5.1	Applies formal processes to plan, sequence and prioritise tasks and workload showing awareness of time and resource constraints and needs of others Uses digital systems and programs to assist with planning, implementing and tracking progress and communicating Uses formal decision-making processes, setting or clarifying goals, gathering information and identifying and evaluating choices against a set of criteria Applies formal problem-solving processes, identifying and evaluating several options for action

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWHS405 Contribute to implementing and maintaining WHS management systems Release 2	BSBWHS405 Contribute to implementing and maintaining WHS management systems Release 1	Updated application to clarify intent	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWHS405 Contribute to implementing and maintaining WHS management systems

Modification History

Release	Comments
Release 2	This version released with BSB Business Services Training Package Version 2.0 Version created to clarify intent of application
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability contribute, as appropriate to own job role and work area, to:

developing work health and safety (WHS) policy

planning the Work Health and Safety management system (WHSMS) to incorporate return-to-work and injury management procedures and other elements relevant to the work area

communicating and explaining WHS policy and the WHSMS to others to facilitate their contribution in developing, implementing and evaluating the systems

implementing the plan

evaluating WHS performance and communicating the outcomes

reviewing and improving the WHSMS.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the elements of the organisation's WHSMS with reference to the relevant commonwealth and state or territory WHS Acts, regulations, codes of practice and standards.

identify regulatory authority WHSMS tools, standards and guidance material and explain how they apply to the work area

explain the importance of effective returntowork and injury management in a WHSMS

identify limitations of a WHSMS, problems with WHSMS implementation and possible negative effects on WHS

outline organisational WHS policies, procedures, processes and systems and how they apply to the work area.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals carrying out work health and safety duties in the workplace and include access to:

office equipment and resources

relevant Acts, regulations, codes of practice, standards and guidelines

workplace WHS policies and procedures.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWHS603 Implement WHS risk management

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0

Application

This unit describes the skills and knowledge required to implement work health and safety (WHS) risk management. It addresses the establishment, implementation, review and improvement of WHS risk management frameworks and processes.

It applies to people who apply advanced practical knowledge to coordinate, facilitate and maintain the WHS program within an organisation.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) are equivalent and generally either can be used in the workplace. In jurisdictions where the Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory OHS legislative requirements.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Work Health and Safety

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Manage effective WHS risk management consultation and participation processes	1.1 Identify individuals and parties who need to participate in, contribute to, and be consulted during each stage of WHS risk management 1.2 Apply knowledge of effective WHS consultation and participation processes to review existing consultation and participation processes 1.3 Modify existing consultation and participation processes and/or implement new processes to ensure effective consultation and participation during all stages of WHS risk management 1.4 Use consultation and participation processes to ensure WHS risk management processes are appropriate to the organisation and the WHS risks
2 Arrange for necessary resources during WHS risk management	2.1 Identify necessary resources required for each stage of WHS risk management 2.2 Budget for necessary resources 2.3 Procure resources and ensure availability as required
3 Review and improve existing WHS risk management processes	3.1 Access existing workplace WHS information and data 3.2 Identify existing WHS risk management processes 3.3 Consult with individuals and parties on WHS risk management processes 3.4 Review processes with regard to effectiveness of current risk controls, lessons learnt from events, changes in the internal and external contexts, emerging risks and performance against indicators 3.5 Use results of review to develop and implement effective WHS risk management
4 Establish the WHS risk management framework	4.1 Identify sources of information and data 4.2 Obtain information and data to determine the purposes, objectives, principles and framework of a systematic approach to WHS risk management
5 Establish the context for WHS risk management	5.1 Apply knowledge of WHS legislation to identify duty holders and legislative requirements for WHS risk management 5.2 Identify individuals and parties impacting on WHS risk management 5.3 Identify factors that will impact on WHS risk management 5.4 Establish context of the WHS risk management process 5.5 Define risk criteria
6 Assess risks	6.1 Apply knowledge of WHS hazards and risks to undertake hazard identification 6.2 Apply knowledge of WHS legislation, WHS risk assessment and workplace WHS information and data to undertake risk analysis and evaluation
7 Control risks	7.1 Apply knowledge of outcomes of risk assessment, WHS risk controls, and WHS legislation to select risk treatment options 7.2 Prepare and implement risk control measures
8 Monitor, review and record the WHS risk management process	8.1 Apply knowledge of the organisation’s WHS management system (WHSMS) to monitor and review WHS risk management 8.2 Apply knowledge of the organisation’s WHS information system (WHSIS) to record the WHS risk management process

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 3.1, 3.2, 3.4, 4.1, 4.2	Interprets and critically analyses complex texts to identify parties, processes, legislative requirements and other relevant information
Writing	1.3, 2.1, 2.2, 2.3, 3.5, 5.5, 6.2, 8.2	Develops and documents information related to risk management processes matching style of writing to purpose and audience Uses appropriate vocabulary, grammatical structure and organisational conventions to produce a range of documents
Oral communication	1.4, 3.3	Presents information using language appropriate to the audience Uses questioning and active listening to seek information and encourage participation
Numeracy	2.2, 3.4, 5.5, 6.2, 8.1, 8.2	Analyses and synthesises embedded mathematical information when using workplace data in risk analysis and evaluation Uses formal and informal oral and written mathematical language and representation to communicate about risk management processes, analysis, evaluation and monitoring
Navigate the world of work	1.1, 5.1, 5.2	Understands own legal rights and responsibilities and is extending understanding of general legal principles applicable across WHS risk management contexts Keeps up to date on changes to legislation or regulations relevant to own rights and responsibilities and considers implications of these when negotiating, planning and undertaking WHS risk management work
Interact with others	1.4, 3.3	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion when consulting on risk management processes
Get the work done	1.3, 2.1, 2.2, 2.3, 3.4, 3.5, 5.3, 5.4, 6.1, 6.2, 7.1, 7.2, 8.1, 8.2	Uses logical planning processes, and an increasingly intuitive understanding of context, to identify relevant information and risks, and to identify and evaluate alternative strategies and resources for risk management Uses systematic, analytical processes to select risk control options, setting goals, gathering relevant information, and identifying and evaluating options against agreed criteria Uses formal and informal processes to monitor implementation of solutions and reflect on outcomes of risk management processes Uses familiar digital systems and tools to access, organise, analyse and display information relevant to role

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWHS603 Implement WHS risk management	BSBWHS603A Implement WHS risk management	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWHS603 Implement WHS risk management

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

manage effective work health and safety (WHS) risk management consultation and participation processes including:

identifying those who need to be involved

reviewing and improving exiting processes

ensuring processes are appropriate to the organisation and WHS risks

arrange for necessary resources during WHS risk management, including:

identifying and budgeting for requirements

procuring resources and ensuring availability

review and improve existing WHS risk management processes, including:

using workplace information and data

consulting with individuals and parties

considering effectiveness, current risk controls, lessons learnt from events, changes in the internal and external contexts, emerging risks and performance against indicators

develop a WHS risk management framework including:

using suitable sources of information and data to determine the purposes, objectives, principles and structure

establish the context for WHS risk management including:

identifying duty holders, legislative requirements, impacting individuals, parties and factors

defining risk criteria

assess risks including:

identifying hazards

undertaking risk analysis and evaluation

addressing requirements of WHS legislation, WHS risk assessment and workplace WHS information and data

control risks including:

selecting from control options according to outcomes of risk assessment, WHS hazards and risk controls, and WHS legislation

preparing and implementing risk control measures

monitor and review the WHS risk management process according to the organisation’s WHS management system (WHSMS) requirements

record the WHS risk management process according to the organisation’s WHS information system (WHSIS) requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain different definitions of hazard and risk and how they are used by different individuals and parties

outline internal and external sources of WHS information and data and how to access them

identify organisational WHS policies, procedures, processes and systems

identify other functional areas that impact on the management of WHS

describe the principles and practices of a systematic approach to managing WHS

describe the principles of duty of care, including concepts of causation, foreseeability and preventability

describe the principles of incident causation and injury processes

list a range of risk analysis and assessment techniques and tools and their application and limitations

outline relevant and applicable Australian legislation, standards and publications

define risk as the effect of uncertainty on objectives

define risk management as a duty of persons conducting businesses or undertakings (PCBUs) or officers under WHS legislation

give examples of standard industry risk controls for a range of hazards

outline techniques, tools and processes for identifying health and safety hazards and controlling risks:

hazard and risk checklists

hazard hunts

job safety analyses

manifests and registers, including for dangerous goods, hazardous chemicals and plant

safe work method statements

surveys using questionnaires, interviews and other survey techniques

workplace inspections and walk-throughs

describe toxicology of hazardous chemicals and potential health effects in the workplace.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals carrying out work health and safety duties in the workplace and include access to:

office equipment and resources

relevant WHS legislation, standards and guidelines

workplace policies and procedures

reports from other parties consulted during the approach to WHS risk management

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR201 Manage personal stress in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to understand signs and sources of stress within the broader framework of the job role and work environment.

It applies to individuals who usually work with some guidance and supervision in an environment where they are likely to encounter difficult customers and situations from time to time. It typically applies in a contact centre environment owing to the very measured, structured, high volume and potentially repetitive nature of the work, but can apply in any work environment.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop personal awareness of stress	1.1 Recognise signs and sources of stress 1.2 Acknowledge stress and difficult situations 1.3 Analyse and understand potential areas of stress in the work environment
2. Develop stress management techniques	2.1 Develop an effective understanding of a range of stress management techniques 2.2 Use appropriate techniques to manage stressful situations effectively 2.3 Focus on areas of stress within personal control 2.4 Adopt strategies to effectively reduce, manage and deal with stress
3. Manage time	3.1 Develop and understand job role priorities 3.2 Develop techniques to support achievement of key performance indicators (KPIs) and priorities 3.3 Use appropriate time management tools and techniques 3.4 Regularly evaluate tools and techniques 3.5 Promptly identify and inform relevant personnel of any variations and difficulties affecting work requirements, through regular reviews
4. Recover from a stressful contact	4.1 Review the contact or situation 4.2 Analyse root cause/s of stressful contact or situation 4.3 Depersonalise context of contact or situation 4.4 Discuss outcomes with appropriate staff members 4.5 Prepare for next contact or situation positively 4.6 Follow up or take action where needed
5. Maintain personal stamina and resilience	5.1 Identify sources of fatigue in contact centre role 5.2 Adopt work routine and procedural strategies to minimise stress and fatigue 5.3 Monitor personal performance against performance requirements 5.4 Adapt stamina management strategies to maximise performance 5.5 Seek assistance from team members and management in managing stamina
6. Maintain work/life balance	6.1 Identify work/life priorities 6.2 Adopt strategies to support work/life priorities 6.3 Give high priority to health and wellbeing 6.4 Monitor work/life balance 6.5 Develop ability to effectively leave work behind at the end of the day

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	3.1-3.5	Recognises and interprets textual information to determine job role and requirements
Writing	3.3, 3.4, 3.5	Completes time management documentation using organisational formats
Oral Communication	3.5, 4.4, 5.5	Participates in discussions using clear language and features appropriate to audience Uses listening and questioning techniques to request assistance and confirm understanding
Navigate the world of work	3.1, 3.2, 5.3	Understands role requirements and identifies own responsibilities
Interact with others	3.5, 4.4, 5.5	Establishes rapport and builds relationships with team members and others Maintains awareness of own strengths and weaknesses to support an overall sense of wellbeing
Get the work done	1.3, 2.1, 2.4, 3.1-3.4, 4.1-4.3, 4.5, 4.6, 5.1-5.4, 6.1, 6.2, 6.4, 6.5	Plans and organises tasks to achieve outcome within timeframes Uses analytical skills to decide on effective techniques to manage stress and personal well-being Uses problem-solving skills to address a range of issues, seeking advice of others, where necessary Monitors implementation of solutions and reflects on outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR201 Manage personal stress in the workplace	BSBWOR201A Manage personal stress in the workplace	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR201 Manage personal stress in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

recognise and understand potential stress in the work environment

develop and use techniques and strategies to manage stress and stressful situations

adopt and monitor potential sources of stress and fatigue, seeking assistance as required

monitor own performance against performance requirements and key performance indicators (KPIs)

use techniques to achieve work/life balance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe job role priorities and KPIs

list internal and external sources of assistance, including escalation pathways

outline signs and sources of existing and potential stress or difficult situations

discuss stress management and reduction techniques

describe time management tools and techniques.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

office equipment and resources

time management tools

workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR202 Organise and complete daily work activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to seek feedback for performance improvement and use current technology appropriate to the task.

It applies to individuals working under direct supervision who develop basic skills and knowledge for working in a broad range of settings.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Organise work schedule	1.1 Discuss and agree on work goals and plans with assistance from appropriate persons 1.2 Develop an understanding of the relationship between individual work goals and plans, and organisational goals and plans 1.3 Plan and prioritise workload within allocated timeframes
2. Complete work tasks	2.1 Complete tasks within designated timelines and in accordance with organisational requirements and instructions 2.2 Use effective questioning to seek assistance from colleagues when difficulties arise in achieving allocated tasks 2.3 Identify factors affecting work requirements and take appropriate action 2.4 Use business technology efficiently and effectively to complete work tasks 2.5 Communicate progress on task to supervisor or colleagues as required
3. Review work performance	3.1 Seek feedback on work performance from supervisors or colleagues 3.2 Monitor and adjust work according to feedback obtained through supervision and comparison with established team and organisational standards 3.3 Identify and plan opportunities for improvement in liaison with colleagues

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 2.1, 3.2	Recognises and interprets textual information to determine and adhere to organisational and task requirements
Writing	1.3, 2.5, 3.3	Completes required documents using organisational formats
Oral Communication	1.1, 2.1, 2.2, 2.5, 3.1	Uses listening and questioning techniques to seek information and confirm understanding Participates in verbal interactions using language and features suitable to audience and context
Numeracy	1.3, 2.1	Interprets numerical information related to timeframes
Navigate the world of work	1.2, 2.1, 3.2	Complies with organisational policies, procedures and standards
Get the work done	1.1, 1.3, 2.1-2.4, 3.2, 3.3	Prioritises work and completes activities within designated timeframes Identifies and solves routine problems Selects and uses appropriate digital tools to complete tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR202 Organise and complete daily work activities	BSBWOR202A Organise and complete daily work activities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR202 Organise and complete daily work activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

plan and organise workload with the assistance of others

complete tasks, using appropriate digital tools, within specified timelines seeking assistance as required

use effective communication skills to seek assistance or feedback from others

seek and use feedback from others to monitor and improve work performance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the organisational standards, policies and procedures that relate to own work role

explain the relationship between an individual's work goals and plans and the organisation's goals and plans

list some factors that can affect the ability to get work done, and explain the action to take

explain how to plan and manage time.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

office equipment and resources

workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR204 Use business technology

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to select and use computer software and organise electronic information and data.

It applies to individuals who apply a limited range of practical skills with a fundamental knowledge of equipment use and the organisation of data in a defined context, under direct supervision or with limited individual responsibility.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select and use technology	1.1 Select appropriate technology and software applications to achieve requirements of the task 1.2 Adjust workspace, furniture and equipment to suit user’s ergonomic requirements 1.3 Use technology according to organisational requirements and in a way that promotes a safe work environment
2. Process and organise data	2.1 Identify, open, generate or amend files and records according to task and organisational requirements 2.2 Operate input devices according to organisational requirements 2.3 Store data appropriately and exit applications without damage to or loss of, data 2.4 Use manuals, training booklets and/or online help or helpdesks to overcome basic difficulties with applications
3. Maintain technology	3.1 Identify and replace used technology consumables in accordance with manufacturer’s instructions and organisational requirements 3.2 Carry out and/or arrange routine maintenance to ensure equipment is maintained in accordance with manufacturer’s instructions and organisational requirements 3.3 Identify equipment faults accurately and take action in accordance with manufacturer’s instructions or report fault to designated person

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3, 2.1, 2.2, 2.4, 3.1-3.3	Recognises and interprets information from familiar sources to determine job role and task requirements
Writing	2.1, 2.3, 3.2, 3.3	Produces and amends files to meet task and organisational requirements Completes required documentation using organisational formats
Oral Communication	3.3	Uses specific and relevant language to refer faults to others
Navigate the world of work	1.2, 1.3, 2.1, 2.2, 3.1-3.3	Recognises and follows legislative requirements and organisational policies and procedures associated with own role
Get the work done	1.1, 1.3, 2.1-2.4, 3.1-3.3	Uses business technologies and systems safely, when gathering, storing, accessing and sharing information Understands purposes, specific functions and key features of common digital systems and business tools Operates digital systems and business tools effectively to complete routine tasks using some basic troubleshooting strategies as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR204 Use business technology	BSBWOR204A Use business technology	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR204 Use business technology

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

select and use technology safely and according to organisational requirements

access, retrieve and store required data

demonstrate basic maintenance on a range of equipment using manuals or help-files

identify and address faults according to requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the organisation's work health and safety requirements

outline the organisation's requirements for file naming and storage

explain why regular backups of data are done

list 'routine maintenance' tasks

summarise the procedure for addressing equipment faults.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

office equipment and resources

electronic files and data

workplace documentation and equipment manuals

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR301 Organise personal work priorities and development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to organise own work schedules, to monitor and obtain feedback on work performance and to maintain required levels of competence.

This unit applies to individuals who exercise discretion and judgement and apply a broad range of competencies in various work contexts.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Organise and complete own work schedule	1.1 Ensure that work goals, objectives or Key Performance Indicators (KPIs) are understood, negotiated and agreed in accordance with organisational requirements 1.2 Assess and prioritise workload to ensure tasks are completed within identified timeframes 1.3 Identify factors affecting the achievement of work objectives and incorporate contingencies into work plans 1.4 Use business technology efficiently and effectively to manage and monitor scheduling and completion of tasks
2. Monitor own work performance	2.1 Accurately monitor and adjust personal work performance through self assessment to ensure achievement of tasks and compliance with legislation and work processes or KPIs 2.2 Ensure that feedback on performance is actively sought and evaluated from colleagues and clients in the context of individual and group requirements 2.3 Routinely identify and report on variations in the quality of and products and services according to organisational requirements 2.4 Identify signs of stress and effects on personal wellbeing 2.5 Identify sources of stress and access appropriate supports and resolution strategies
3. Co-ordinate personal skill development and learning	3.1 Identify personal learning and professional development needs and skill gaps using self assessment and advice from colleagues and clients in relation to role and organisational requirements 3.2 Identify, prioritise and plan opportunities for undertaking personal skill development activities in liaison with work groups and relevant personnel 3.3 Access, complete and record professional development opportunities to facilitate continuous learning and career development 3.4 Incorporate formal and informal feedback into review of further learning needs

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.1-3.4	Employs a range of approaches and investigative techniques to source the knowledge necessary to arrange personal learning experiences
Reading	1.1, 1.2, 2.1	Interprets textual information to determine organisation’s procedures, own work performance and objectives
Writing	1.3, 1.4, 2.3, 3.1, 3.2, 3.3	Prepares written reports and workplace documents that communicate information clearly and effectively
Oral Communication	2.2, 2.3, 3.1, 3.2	Clearly gives and receives feedback using specific and relevant language Uses listening and questioning techniques to confirm understanding
Numeracy	1.1, 1.3	Understands responsibilities and scope of role and complies with organisational policies, procedures and protocols
Interact with others	1.1, 2.2, 2.3, 3.1, 3.2	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Fosters and nurtures a culture of constructive and respectful feedback Proactively collaborates with others to achieve specific goals
Get the work done	1.2, 1.3, 1.4, 2.4, 2.5, 3.2	Plans and organises work commitments to ensure deadlines and objectives are met Uses formal analytical thinking techniques to recognise and respond to routine problems Uses digital systems and tools to enter, store and monitor information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR301 Organise personal work priorities and development	BSBWOR301B Organise personal work priorities and development	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR301 Organise personal work priorities and development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare a work plan according to organisational requirements and work objectives

use business technology to schedule, prioritise and monitor completion of tasks in a work plan

assess and prioritise own work load and deal with contingencies

monitor and assess personal performance against job role requirements by seeking feedback from colleagues and clients

identify personal development needs and access, complete and record skill development and learning.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline key provisions of legislation that relate to own work role

describe goals, objectives or key performance indicators of own work role

explain ways to elicit, analyse and interpret feedback when communicating with other people in the workplace

explain the principles and techniques of goal setting, measuring performance, time management and personal assessment of learning and development needs

explain signs and sources of stress and strategies to deal with stress in the workplace

identify methods to identify and prioritise personal learning needs.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to:

office equipment and resources

work schedules and performance improvement plans

workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR302 Work effectively as an off-site worker

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to negotiate and perform self-managed, self-directed and agreed work. It is a flexible employment option that meets all legal and regulatory employment requirements.

It applies to individuals who are skilled operators and apply a broad range of competencies in various off-site contexts. Most commonly this will apply to people working from home or another location away from a central office.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Negotiate off-site working arrangements	1.1 Identify and include legal and ethical issues relating to offsite work in working arrangements 1.2 Identify and include worker rights and responsibilities and those of supervisor/s and the organisation, in off-site working arrangements 1.3 Agree and document off-site work employment conditions and agreement in accordance with legal requirements 1.4 Confirm equipment and technology requirements for offsite work, and agree and document supply and maintenance arrangements in accordance with legal and organisational requirements 1.5 Confirm supervisory and performance management arrangements and agree to requirements for any onsite work, meetings or events in accordance with off-site work policy and practices
2. Organise off-site work environment	2.1 Identify requirements for a safe, effective offsite work environment in consultation with management 2.2 Obtain equipment and technology for offsite work environment in accordance with work agreement 2.3 Arrange offsite work environment in accordance with work health and safety (WHS) requirements and work agreement
3. Plan off-site work schedules	3.1 Establish work objectives and priorities in consultation with management 3.2 Analyse and incorporate work requirements into personal work schedules 3.3 Identify factors affecting achievement of work objectives and address contingencies in work schedules
4. Complete off-site work	4.1 Complete or revise work schedules in accordance with organisational requirements 4.2 Schedule and attend onsite work, meetings or events in accordance with organisational requirements 4.3 Seek assistance regarding breakdowns in work arrangements, equipment or technology and adjust work schedules in accordance with organisational requirements 4.4 Ensure work practices meet WHS requirements and terms of the work agreement
5. Monitor and improve off-site work performance	5.1 Monitor personal performance against work requirements and schedules and identify any areas for improvement 5.2 Obtain feedback from colleagues and clients, and analyse in context of personal and organisational objectives 5.3 Evaluate off-site work processes and systems for their usefulness in assisting work outcomes and make recommendations for improvement in accordance with organisational requirements 5.4 Negotiate changes to off-site work practices and implement in accordance with organisational requirements and work agreement

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 1.5, 2.2, 2.3, 4.1-4.4, 5.2-5.4	Interprets information from a range of sources to determine organisation’s procedures, own work goals and objectives
Writing	1.3-1.5, 2.1, 3.1-3.3, 4.1-4.3, 5.2-5.4	Prepares reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	1.3-1.5, 2.1, 3.1, 4.3, 5.2, 5.4	Explains ideas clearly using appropriate vocabulary and features Uses listening and questioning techniques to seek information and confirm understanding
Navigate the world of work	1.1-1.5, 2.3, 4.4	Understands nature and purpose of own role and associated responsibilities Takes personal responsibility for following explicit and implicit policies, procedures and legislative requirements
Interact with others	2.1, 3.1, 4.3, 5.4	Consults with others to ensure workplace is safe and seeks assistance when required Collaborates and cooperates with others to negotiate acceptable outcomes
Get the work done	1.1, 1.4, 1.5, 2.1-2.3, 3.1-3.3, 4.1-4.3	Organises work priorities and arrangements to meet deadlines Identifies and solves routine problems Identifies and uses appropriate equipment and technology for requirements of the task

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR302 Work effectively as an off-site worker	BSBWOR302A Work effectively as an off-site worker	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR302 Work effectively as an off-site worker

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

negotiate off-site working arrangements

identify and consider appropriate legal and organisational requirements that impact the business agreement

plan personal work schedule

monitor and improve own work performance in accordance with organisational requirements

make recommendations for own work improvement according to organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the key requirements of legislation, codes of practice and national standards relevant to off-site workers

outline ethical and security issues relating to offsite work

summarise roles and responsibilities of offsite worker/s, supervisor/s and the organisation

list barriers to successful offsite working and describe ways to address them.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to:

office equipment and resources

workplace documentation relevant to off-site workers

legislation, regulations and standards for off-site workers

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR404 Develop work priorities

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to monitor and obtain feedback on own work performance and access learning opportunities for professional development.

This unit applies to individuals who are required to design their own work schedules and work plans and to establish priorities for their work. They will typically hold some responsibilities for the work of others and have some autonomy in relation to their own role.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan and complete own work schedule	1.1 Prepare workgroup plans which reflect consideration of resources, client needs and workgroup targets 1.2 Analyse and incorporate work objectives and priorities into personal schedules and responsibilities 1.3 Identify factors affecting the achievement of work objectives and establish contingencies and incorporate them into work plans 1.4 Efficiently and effectively use business technology to manage and monitor planning completion and scheduling of tasks
2. Monitor own work performance	2.1 Identify and analyse personal performance through self-assessment and feedback from others on the achievement of work objectives 2.2 Seek and evaluate feedback on performance from colleagues and clients in the context of individual and group requirements 2.3 Routinely identify and report on variations in the quality of service and performance in accordance with organisational requirements
3. Co-ordinate professional development	3.1 Assess personal knowledge and skills against organisational benchmarks to determine development needs and priorities 3.2 Research and identify sources and plan for opportunities for improvement in consultation with colleagues 3.3 Use feedback to identify and develop ways to improve competence within available opportunities 3.4 Identify, access and complete professional development activities to assist career development 3.5 Store and maintain records and documents relating to achievements and assessments in accordance with organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.1, 3.2, 3.3, 3.4	Develops strategies to reflect on own performance, obtain feedback, and plan and source professional development opportunities
Reading	1.2, 2.1, 2.3, 3.1, 3.5	Recognises and interprets textual information from relevant sources to understand organisation’s policies and practices
Writing	1.1, 1.3, 2.2, 2.3, 3.2, 3.5	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	2.2, 2.3, 3.2	Provides or seeks information using language suitable to audience and context Employs listening and questioning techniques to confirm understanding
Numeracy	1.1, 1.2, 1.3	Interprets numerical information related to budgets and timeframes
Navigate the world of work	1.2, 2.1, 2.3, 3.1, 3.5	Identifies and understands roles and responsibilities in relation to organisational objectives, policies and procedures
Interact with others	2.2, 2.3, 3.2	Selects and uses appropriate practices when communicating with internal and external stakeholders to seek or share information Establishes and builds rapport and relationships with others to foster a culture of trust and honesty in communications
Get the work done	1.1-1.4, 2.3, 3.1, 3.2, 3.4, 3.5	Plans, organises and implements tasks to meet organisational requirements Systematically gathers and analyses information and evaluates options in order to anticipate potential problems and develop contingency plans Uses the main features and functions of digital technologies and tools to complete work tasks efficiently and effectively

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR404 Develop work priorities	BSBWOR404B Develop work priorities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR404 Develop work priorities

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare and communicate own work plan

schedule work objectives and tasks to support the achievement of the workgroup goals

review own work performance against workgroup objectives through self-assessment and seeking and acting on feedback from clients and colleagues

plan and access learning opportunities to extend personal work competencies.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how business technology applications can be used to schedule tasks and plan work

explain techniques to prepare personal plans and establish priorities

identify methods to identify and prioritise personal learning needs

outline a range of professional development options

explain methods to elicit, analyse and interpret feedback

provide a detailed explanation of methods that can be used to evaluate own performance.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to:

workplace documentation including policies and procedures, and benchmarks for work group productivity and performance

workplace equipment and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWRT401 Write complex documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan documents, draft text, prepare final text and produce documents of some complexity.

It applies to individuals who work in a range of business environments and are skilled in the creation of reports, information and general promotion documents that are more complex than basic correspondence, memos or forms and that require review and analysis of a range of information sources.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Communication – Writing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan documents	1.1 Determine the purposes of documents 1.2 Choose appropriate formats for documents 1.3 Establish means of communication 1.4 Determine requirements of documents 1.5 Determine categories and logical sequences of data, information and knowledge to achieve document objectives 1.6 Develop overview of structure and content of documents
2 Draft text	2.1 Review and organise available data, information and knowledge according to proposed structure and content 2.2 Ensure data, information and knowledge is aggregated, interpreted and summarised to prepare text that satisfies document purposes and objectives 2.3 Include graphics as appropriate 2.4 Identify gaps in required data and information, and collect additional material from relevant enterprise personnel 2.5 Draft text according to document requirements and genre 2.6 Use language appropriate to the audience
3 Prepare final text	3.1 Review draft text to ensure document objectives are achieved and requirements are met 3.2 Check grammar, spelling and style for accuracy and punctuation 3.3 Ensure draft text is approved by relevant enterprise personnel 3.4 Incorporate revisions in final copy
4 Produce document	4.1 Choose basic design elements for documents appropriate to audience and purpose 4.2 Use word processing software to apply basic design elements to text 4.3 Check documents to ensure all requirements are met

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.2, 2.4, 3.1, 3.2, 4.3	Interprets information to identify requirements and prepares material suitable to target audience and environment Proofreads texts for accuracy
Writing	1.6, 2.2, 2.3, 2.5, 2.6, 3.2, 3.4, 4.1	Creates documents for a specific audience using cohesive and well-structured language to convey detailed and accurate information Ensures vocabulary, layout and grammatical arrangement achieves meaning and intent of document
Oral Communication	1.1, 1.4, 2.4, 3.3	Obtains information or clarifies requirements by asking questions and listening
Navigate the world of work	1.4, 4.3	Adheres to organisational policies and procedures related to document production
Interact with others	1.1, 1.4, 1.5, 2.4, 3.3	Follows accepted communication practices and protocols when seeking advice about documents from colleagues, supervisors and managers
Get the work done	1.1-1.6, 2.1-2.5, 3.3, 4.1-4.2	Plans, organises and implements tasks required to produce documents Makes decisions based on standard procedures, using more formal decision making processes where required Uses the main features and functions of digital tools to complete work tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWRT401 Write complex documents	BSBWRT401A Write complex documents	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWRT401 Write complex documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

plan, draft and finalise complex documents that require review and analysis of a range of information sources

use business technology to apply formatting, and incorporate graphics

edit the draft text to ensure accuracy and clarity of information, obtain feedback on the draft and revise the draft

apply the enterprise style guide/house style.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the enterprise style guide/house style

outline formatting styles and their impact on formatting, readability and appearance of documents

explain rules and conventions for written English, as defined by general and specialist sources.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the communication – writing field of work and include access to:

office equipment and resources

organisational policies and procedures

organisational style guides.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

CHCADV001 Facilitate the interests and rights of clients

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCAD401 /CHCAD402. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to assist clients to identify their rights, voice their needs and concerns and realise their interests, rights and needs.

This unit applies to workers of all levels in a range of health or community services settings who provide services using a human rights based approach and have direct interaction with clients.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Facilitate the realisation of client interests, rights and needs	1.1 Discuss the rights and responsibilities of all parties with client 1.2 Provide client with researched, relevant and timely information on their rights and responsibilities 1.3 Assist clients to identify their own interests, rights, needs, choices and responsibilities 1.4 Identify when rights are infringed or not being met 1.5 Provide client with information on available options for meeting their rights and needs and assist them to identify their preferred option
2. Advocate in accordance with client preferences and requests to optimise client outcomes	2.1 Undertake an assessment to identify client’s ability to advocate for self 2.2 Initiate, negotiate and implement relevant strategies for addressing client rights and needs in collaboration with the client 2.3 Identify potential barriers as well as resources 2.4 Identify and contact the most appropriate individuals and/or organisations and represent the client to optimise outcomes for the client 2.5 Ensure information is kept in confidence unless authorisation is given to release it
3. Provide ongoing support to clients	3.1 Support and encourage clients to exercise their rights and personal preferences without compromising their safety and that of others 3.2 Consult with supervisor, other support workers and the service about interests, rights and needs of clients in a way that upholds their rights and supports their reasonable expectations 3.3 Identify situations of risk or potential risk and refer appropriately 3.4 Apply work practices to minimise potential for harm to clients, self and others 3.5 Conduct all activities in accordance with legal, organisation and duty of care requirements
4. Support clients making a complaint	4.1 Discuss organisation and legal complaints mechanism and ensure client is aware of rights and responsibilities 4.2 Assist client in lodging a complaint 4.3 Monitor process and provide ongoing support and information to client
5. Review progress	5.1 Discuss progress and outcomes with the client and collaborate on further action as necessary 5.2 Ensure follow up and links to other services as required and in accordance with client preferences 5.3 Obtain feedback and identify opportunities for improvement to own work and action as appropriate

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCADV001 Facilitate the interests and rights of clients

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCAD401 /CHCAD402. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

Worked in collaboration with 1 client to identify their interests, needs and rights

Advocated on behalf of 1 client to achieve a specific outcome

Supported 1 client throughout an organisational or legal complaints process

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

Universal Declaration of Human Rights

relationship between human needs and human rights

human rights frameworks, approaches, instruments

legal and ethical considerations (international, national, state/territory, local) related to facilitation of client rights and interests and how these impact individual workers:

duty of care

human rights

mandatory reporting

discrimination

privacy, confidentiality and disclosure

informed consent

organisation and legal complaints processes

rights and responsibilities of clients, workers and organisations

common risks to client safety and wellbeing

relevance of child protection across all health and community services contexts, including duty of care when child is not the client, indicators of risk and adult disclosure

actions that constitute discrimination and techniques for addressing it

types of community resources, networks and referral options relevant to the nature of client service

potential conflict between client needs and organisation requirements

differences between negotiation, advocacy, mediation

negotiation, advocacy, mediation techniques for the facilitation of client rights

empowerment and disempowerment

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCADV002 Provide advocacy and representation services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to formally represent the interests of service users. Representation will include the development of community representative and industry participative roles and positions in influencing policy processes and decision-making forums.

This unit applies to workers in health, community services or advocacy settings who are responsible for providing formal representation services to clients. Work at this level requires a degree of autonomy, judgement and responsibility for own outputs.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Establish the representative role and process	1.1 Identify role, processes and conditions of representation in consultation with individuals and key groups 1.2 Identify and seek the support of key people and develop strategic alliances 1.3 Determine and implement requirements for reporting, accountability and evaluation
2. Represent the interests of client or client group	2.1 Identify relevant interests and concerns to be pursued in accordance with organisation objectives and priorities 2.2 Undertake work to provide a framework for pursuing promotion of relevant interests 2.3 Create and respond to opportunities to reflect, promote and represent identified interests 2.4 Determine the potential impact developments and decisions will have on objectives and priorities and how success will be measured 2.5 Provide progress and other reports and feedback to key people according to organisation requirements
3. Negotiate outcomes and liaise with key people	3.1 Communicate and promote purpose and objectives 3.2 Promote and facilitate collaborative planning and action 3.3 Identify potential areas of conflict and implement strategies to address them 3.4 Undertake appropriate work with organising committees and board of management to maximise effectiveness
4. Evaluate effectiveness of strategies	4.1 Analyse actual work outcomes and document and report against agreed objectives and priorities 4.2 Implement adjustments to strategy according to the evaluation

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCADV002 Provide advocacy and representation services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided formal advocacy and representation services to 2 individual clients or client groups and evaluated the effectiveness of strategies used

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations, including:

Power of attorney

guardianship

legal status of parents and guardians of people under the age of 18

human rights

types of advocacy including:

self

individual

systems

citizen and parent

functions of advocacy:

raising awareness

acting

writing

types of community consultation and decision-making processes

industry and government processes and culture

models of support and negotiation

nature and structure of the community services and health industries

processes and structures relevant to organisation goals and objectives or work role

processes and systems to support advocacy, including electronic campaigning

how representation and advocacy are different to decision-making on behalf of a client or a service provider

processes of both individual advocacy and group advocacy

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCADV003 Represent clients in court

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to adequately support and represent clients as they work through the court or tribunal process.

This unit applies to workers at any level in community services or advocacy settings who are responsible for providing formal advocacy services to clients in this capacity.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Prepare for court	1.1 Communicate with client to ensure representation is based on needs and is relevant 1.2 Inform client of court processes and clarify roles and responsibilities 1.3 Follow appropriate court preparation procedures and format in line with organisation requirements 1.4 Liaise and brief solicitor or legal representative at all stages of court or tribunal process 1.5 Check files and relevant paperwork and update for accuracy 1.6 Deliver relevant and appropriate legal notice/s with adequate time allowed prior to court appearance
2. Represent client in court	2.1 Observe appropriate court dress, grooming and etiquette and professional attitude 2.2 Answer questions and present facts clearly, concisely, confidently and accurately
3. Follow up court appearance according to organisation procedures	3.1 Prepare accurate records, reports and updates resulting from the court appearance 3.2 Undertake appropriate debriefing with client, colleagues, supervisor and/or solicitor 3.3 Discuss and confirm with solicitor, supervisor and/or colleagues a process for monitoring any actions during the period of adjustment following the court or tribunal appearance

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCADV003 Represent clients in court

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

represented 3 clients in court, completed organisation requirements and determined follow up requirements

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations, including:

duty of care

human rights

discrimination

rights and responsibilities of clients

processes and structure of the Australian legal system, including:

court or tribunal processes

role of different tribunals

knowledge of different court types and relevant procedures and etiquette

common law and statute law

legal representation option’s open to client including:

duty solicitor

legal aid

social justice principles, including access, equity, participation and fairness

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources

modelling of industry operating conditions and contingencies, including:

case studies of court cases in line with privacy and confidentiality requirements

interactions with people with a range of needs

typical workplace reporting processes

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCADV004 Represent organisation in court or tribunal

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to undertake work as an advocate of a service or organisation in a court or tribunal.

This unit applies to workers typically in a leadership role in a community services or advocacy setting who are responsible for providing formal advocacy or representation.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Prepare to represent organisation in court or tribunal	1.1 Follow appropriate court or tribunal preparation procedures and format in line with organisation requirements 1.2 Negotiate with client prior to court or tribunal appearance 1.3 Liaise with, and brief solicitor prior to court or tribunal appearance in accordance with role and organisation requirements 1.4 Prepare relevant paper work prior to court or tribunal appearance and ensure it is up to date 1.5 Assess each case and determine whether the organisation can lodge an application for a hearing 1.6 Deliver relevant and appropriate legal notice/s with adequate time allowed prior to court or tribunal appearance
2. Represent organisation in court or tribunal	2.1 Observe appropriate court or tribunal dress, grooming and etiquette codes 2.2 Undertake additional briefing with solicitor as necessary 2.3 Finalise relevant documentation including procedures and protocols required to prepare case for presentation 2.4 Answer questions and articulate facts clearly, concisely, confidently and accurately 2.5 Maintain effective negotiations and briefing with the client and the solicitor throughout the court or tribunal process in accordance with role and organisation requirements
3. Follow up actions from court appearance or tribunal hearing	3.1 Prepare accurate records, reporting and file updates, as required and resulting from the court appearance or tribunal hearing 3.2 Undertake appropriate debriefing with colleagues, supervisor and solicitor 3.3 Establish a process for monitoring the action following the court or tribunal appearance 3.4 Notify appropriate stakeholders of any intention to withdraw, adjourn or relist case
4. Follow up actions resulting from the hearing	4.1 Carry out procedures within time limits 4.2 Follow appropriate steps after a legal order has been given
5. Use the procedure for resolving specific issues	5.1 Investigate and document nuisance and annoyance claims 5.2 Negotiate with client to attempt a resolution, prior to a hearing 5.3 Ensure all required reports are completed accurately after a hearing and record follow up action/s 5.4 Make appropriate referrals to agencies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCADV004 Represent organisation in court or tribunal

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

represented an organisation in court and/or tribunal on 1 occasion including preparing for, and following up on hearing.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation, policies and organisation procedures

relevance of legal system to service delivery policy

knowledge of the processes and structure of the Australian legal system, including:

court and/or tribunal processes

role of different tribunals

knowledge of different court types and relevant procedures and etiquette

common law and statute law

organisational and legal documentation, including:

briefs of evidence

court reports

affidavit

police statements

set questions

file or case notes

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

modelling of industry operating conditions and contingencies, including:

case study of court and/or tribunal case

interactions with people

typical workplace reporting processes

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCADV005 Provide systems advocacy services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to advocate and ensure that government, community and organisational systems broadly support and uphold human rights.

This unit applies to workers in a health, community services or advocacy settings who undertake a leadership role in influencing social and system changes. Workers at this level will also advocate for change and continuous improvement at the organisational level to improve client outcomes and service quality.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Obtain, analyse and document information	1.1 Research information about particular issues relating to client rights and interests and document accordingly 1.2 Conduct consultations with colleagues, clients, carers and other stakeholders to identify and define issues of concern 1.3 Collate information into appropriate format for communicating with, and distributing to, relevant agencies and stakeholders
2. Work with stakeholders to develop strategies to address identified needs	2.1 Develop and maintain close working relationships and networks with relevant stakeholders 2.2 Organise formal meetings, working groups and other activities to develop policy statements, action plans, strategies, projects and programs to address identified needs 2.3 Document appropriate, relevant and agreed plans to address needs identified with stakeholder organisations
3. Advocate for and facilitate the implementation of strategies developed to address the rights and interests of clients	3.1 Prepare submissions for resources to implement identified strategies, projects and action plans 3.2 Where appropriate, contribute to relevant government policy development 3.3 Work with consumers and other stakeholders to implement relevant projects and action plans 3.4 Pursue opportunities and provide comments on policy documents, legislation, project plans and other relevant documents relating to client rights and interests
4. Contribute to service improvements	4.1 Gather feedback from key stakeholders on access, effectiveness of services, satisfaction, service gaps and areas for improvement 4.2 Consult with stakeholders to identify culturally appropriate systems and services, and compare to current practices 4.3 Respond appropriately to breaches of rights in service delivery in line with organisation and legal complaints processes 4.4 Provide information about identified needs, possible improvements and recommendations for change to organisation and other relevant parties 4.5 Provide progress and other reports and feedback to key people according to organisation requirements
5. Advocate to improve coordination between services	5.1 Develop working relationships with other services and community groups to promote and advocate improved linkages and service coordination 5.2 Identify and develop appropriate strategic alliances and partnerships 5.3 Proactively participate in decision making forums, committees, working groups and other strategic opportunities to advocate for improved service provision 5.4 Collaboratively develop strategies that incorporate priorities of each organisation and address any barriers or areas of conflict 5.5 Collaboratively work to develop, implement and evaluate a framework for change
6. Evaluate outcomes	6.1 Review advocacy outcome in line with organisation and stakeholder objectives 6.2 Identify lessons learned and areas requiring change 6.3 Identify opportunities for continued improvement and additional strategies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCADV005 Provide systems advocacy services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided systems advocacy for 1 specific client or client group or community to achieve a specific outcome including:

consulted with members of the client group and/or community to identify issues and concerns

facilitated 1 formal meeting with the client or client group or community to develop strategies for action

pursued opportunities to advocate, mediate and negotiate through community organisations and government agencies

represented client issues within broader social, political and community structures

identified 1 opportunity for improved service delivery within the organisation and provided recommendation(s) for change

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

Universal declaration of human rights

relationship between human needs and human rights

human rights frameworks, approaches, instruments

legal and ethical considerations for advocacy work and how these are applied in organisations, including:

duty of care

human rights

mandatory reporting

discrimination

confidentiality, privacy, disclosure

informed consent

organisation and legal complaints processes

power of attorney

guardianship including the legal status of parents and guardians of people under the age of 18

rights and responsibilities of clients, workers and organisations

structural, political and other social factors which operate to maintain discrimination against clients, consumers and service users

specific range of issues affecting the client group

context and relationship of client issues to community, society and government policy

key stakeholders and how to access them

functions of advocacy:

raising awareness

acting

writing

political lobbying processes, including electronic campaigning and use of media (traditional, social and digital) for advocacy purposes

relevant agencies and services which may assist in promoting and advocating

balance between the rights of the general community and the rights of people with specific issues

power and power structures

community consultation, participation and decision-making processes

processes and structures relevant to organisation goals and objectives or work role

industry culture

models of negotiation

models of management and leadership

advocacy issues relating to:

alcohol and other drugs

cultural and linguistic diversity

risk of self-harm

women

men

people under 18 years of age

ageing

disability

chronic illness

community education

Aboriginal and Torres Strait Islander people

mental health

lesbian, gay, bi-sexual, transgender, intersex (LGBTI)

migrants and refugees

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAGE003 Coordinate services for older people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removed pre-requisites. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge to provide services to an older person. It involves following and contributing to an established individual plan.

This unit applies to workers in a residential or community context, or those in personal care or support services that work with older people. Work performed requires some discretion and judgement and is carried out under regular direct or indirect supervision.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
Coordinate the delivery of the individualised plan	1.1 Identify and prioritise the needs, goals and preferences of the older person outlined in the individualised plan 1.2 Coordinate services and support activities in consultation with the older person and colleagues 1.3 Outline and clarify all service providers’ understanding of the individualised plan and their roles and responsibilities 1.4 Recognise signs consistent with financial, physical or emotional abuse or neglect of the older person and respond in line with organisation guidelines
2. Liaise and negotiate with appropriate personnel and service providers	2.1 Support the older person to access and negotiate resources in order to deliver identified services 2.2 Support the older person to access community support agencies to facilitate the achievement of established goals 2.3 Recognise when a service and/or support worker is no longer able to provide the level of service required and take action to minimise disruption to service delivery
3. Support family and carers	3.1 Recognise the impact of support issues on the carer/s and families and refer appropriately 3.2 Provide support and respite for carer/s
4. Coordinate feedback	4.1 Explain to all service providers the mechanism/s for providing feedback on the effectiveness of the individualised plan 4.2 Obtain feedback from service providers on the effectiveness of the individualised plan and report to supervising health professional 4.3 Seek feedback from the older person and/or their advocate and report to supervising health professional 4.4 Support the older person to seek advice and assistance from relevant health professionals when their goals are not being reached

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE003 Coordinate services for older people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removed pre-requisites. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

coordinated the service needs for at least 3 older people requiring varying levels or types of support

Knowledge 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:

the social model of disability

aspects of elder abuse, including:

indications of neglect or abuse

emotional impact of abuse

appropriate management of issues surrounding abuse

manifestations and presentation of common health problems associated with ageing, appropriate actions in response to these problems and when to refer

role and function of various relevant health professionals

relevant community and support services

principles and practices of case management

organisation standards, policies and procedures

Assessment Conditions

Skills must have been demonstrated in an ageing support workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the older person. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and any relevant equipment outlined in the plan

organisation guidelines for abuse or neglect

Overall, assessment must involve workplace interactions with older people, colleagues, families/carers and working with the older person’s individualised plan.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAGE004 Implement interventions with older people at risk

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to work in partnership with older people and their carers to implement interventions in the context of an individualised plan to reduce risk.

This unit applies to support workers in a residential or community context. Work performed requires a range of well developed skills where some discretion and judgement is required. Workers will take responsibility for their own outputs under direct or indirect supervision.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assist with the preparation for a risk assessment	1.1 Confirm assessment requirements with supervisor or relevant health professional 1.2 Encourage participation of the older person and their carer in assessment and further actions 1.3 Provide information to the older person and/or carer to clarify own role, responsibilities and accountability 1.4 Provide information to the older person and/or carer explaining the assessment process, including explanation of results 1.5 Communicate in a supportive and encouraging manner that is respectful of the older person and carer’s, rights, level of understanding and cultural background 1.6 Seek older person’s permission and cooperation in the assessment process
2. Contribute to the identification of risks	2.1 Identify and review factors in the older person’s lifestyle that might affect their level of risk 2.2 Use appropriate tools and methodologies, within scope of role, to determine risk based on physical indicators presented by the older person 2.3 Assist with risk assessment ensuring to minimise unnecessary discomfort to the older person and maximises their participation 2.4 Use the support of carers to identify risks 2.5 Recognise the older person’s risk factors based on medical history, measurements and findings, in collaboration with supervisor and/or relevant health professional 2.6 Identify the older person’s needs, issues and concerns outside scope of own practice and refer to appropriate supervisor and/or health professional
3. Implement risk minimisation strategies	3.1 Identify and explain options to minimise risk to the older person and/or carer 3.2 Work with the older person and carer to identify risk minimisation strategies that are consistent with the older person’s safety needs, priorities and specific requirements 3.3 Implement strategies in a safe and effective manner that minimises the older person’s discomfort 3.4 Support carer in contributing to the implementation of strategies, where appropriate
4. Monitor risk minimisation strategies	4.1 Monitor the effects of the strategies on the older person 4.2 Identify any indicators of increased risk 4.3 Identify when strategies are not having the desired result and possible reasons for this 4.4 Reassess and identify more appropriate strategies 4.5 Work with the older person and carer to assess the outcomes of risk minimisation strategies 4.6 Discuss feedback from the older person and carer with supervisor and/or or relevant health professional 4.7 Complete, maintain and store all relevant documentation and reports according to organisation policy and protocols in a timely manner

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE004 Implement interventions with older people at risk

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assisted with the assessment of risk and the implementation and evaluation of risk minimisation strategies for at least 2 older people, 1 in a simulated environment and 1 in the workplace, in a manner that is respectful of the older person’s dignity and privacy.

Knowledge 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:

the tensions which may exist between an individual’s rights and the organisation’s responsibility to individuals

legal and ethical considerations for working in aged care:

duty of care

human rights

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

the major issues, trends and policies relating to the health and wellbeing of older people

standardised tools for risk assessment and the management and monitoring of risks

major risk areas for ageing population:

depression and anxiety

isolation

abuse (sexual, emotional, physical, financial, system)

falls

medication

dehydration and malnutrition

dysphagia

continence

documentation requirements including the importance of accurate and appropriately detailed records

Assessment Conditions

Skills must have been demonstrated in an ageing support workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the older person.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including relevant assessment tools

Overall, assessment must involve some real interactions with older people, colleagues, families/carers and the use of individualised plans.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAGE005 Provide support to people living with dementia

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Correction of mapping merged CHCAC416A and CHCAC319A. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCAC406A and CHCAC319A. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to provide person-centred care and support to people living with dementia. It involves following and contributing to an established individual plan.

This unit applies to workers in a residential or community context, including family homes. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to provide support to those affected by dementia	1.1 Apply person-centred care approaches to all interactions with the person living with dementia 1.2 Interpret individualised plan and familiarise self with the specific needs and wants of the person living with dementia 1.3 Identify and address person’s needs for a stable and familiar environment 1.4 Recognise signs consistent with financial, physical or emotional abuse or neglect of the person and report to an appropriate person
2. Use appropriate communication strategies	2.1 Use verbal and non verbal communication strategies to maximise engagement of the person with dementia 2.2 Gain cooperation and provide reassurance as appropriate by using reality orientation 2.3 Use a range of validation strategies to relieve distress and agitation in the person
3. Provide activities for maintenance of dignity, skills and health	3.1 Organise activities which aim to maintain independence, using familiar routines and existing skills 3.2 Organise activities that are appropriate to the individual, reflecting their cultural likes and dislikes, in order to bring back pleasurable memories 3.3 Ensure the safety and comfort of the person balanced with autonomy and risk taking 3.4 Access information about the person’s reminiscences and routines with family and carers 3.5 Provide support and guidance to family, carers and/or significant others where appropriate
4. Implement strategies which minimise the impact of behaviours of concern	4.1 Identify behaviours of concern and potential triggers 4.2 Contribute to team discussions on support planning and review 4.3 Take action to minimise the likelihood of and reduce the impact of behaviours on the person and others 4.4 Evaluate implemented strategies with support planning team to ensure effectiveness in minimising behaviours
5. Complete documentation	5.1 Comply with the organisation’s reporting requirements, including reporting observations to supervisor 5.2 Complete, maintain and store documentation according to organisation policy and protocols
6. Implement self care strategies	6.1 Monitor own stress level in relation to working with people with dementia 6.2 Use appropriate self care strategies and seek support if required

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE005 Provide support to people living with dementia

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Correction of mapping merged CHCAC416A and CHCAC319A. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCAC406A and CHCAC319A. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided support to 2 different people living with dementia:

using a person-centred approach to support

using appropriate communication strategies

assisting in implementing a range of suitable activities that meet the person’s needs

Knowledge 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:

up to date research on dementia and the different manifestations of dementia, including:

Alzheimer’s disease

vascular dementia or multi-infarct dementia

Lewy bodies

excessive alcohol intake or Korsakov Syndrome

fronto temporal lobar degeneration (FLTD) including Pick’s disease

Huntington’s disease

Parkinson’s disease

younger onset dementia

dementia as a progressive neurological condition, including pathological features:

amyloid plaques

neurofibrillary tangles

loss of connection between cells and cell death

common indicators and symptoms of dementia

behaviours of concern, needs driven behaviour model and de-escalation procedures

progression of dementia and potential impact on the person with dementia, their family and significant others, including:

depression

loss and grieving

anger

despair

social embarrassment a family member might feel

isolation

financial burden on the family

social devaluation

principles of person-centred approach to support

relevant activities which enhance self-esteem and pleasure in the person’s life, minimise boredom, and distract from or eliminate behavioural and psychological symptoms of dementia

competency and image enhancement as a means of addressing devaluation

verbal and non-verbal communication strategies including:

reality orientation

reminders of the day, the time, relationships, occasions

reassuring words, phrases and body language

validation

empathy

acceptance of the person’s reality

acknowledgement

allowing expressions of distress

providing verbal and physical reassurance

frequent reminiscence to connect with person

Assessment Conditions

Skills must have been demonstrated in an ageing support workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the older person.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and any relevant equipment outlined in the plan

modelling of industry operating conditions, including scenarios that reflect a range of dementia support services involving a range of dementia symptoms and behaviours of concern

Overall, assessment must involve some real interactions with people with dementia, colleagues and families/carers.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAOD001 Work in an alcohol and other drugs context

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCAOD201D/CHCAOD402B. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to establish and work within the current context, philosophy and values of the alcohol and other drugs (AOD) sector.

This unit applies to workers who come into contact with clients affected by alcohol and other drugs.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Establish the context for AOD work	1.1 Research, analyse and maintain up-to-date knowledge and awareness of the social, political, economic and legal contexts of AOD 1.2 Research and analyse impacts of AOD policy frameworks on AOD work practice 1.3 Apply understanding of the historical and social constructs of alcohol and drugs and the changes in alcohol and drug use
2. Apply understanding of context to AOD practice	2.1 Apply knowledge of broad and specific AOD contexts to AOD work practice 2.2 Identify and use legal frameworks that impact on AOD work 2.3 Identify, review and apply information about evidence based models and frameworks of AOD work
3. Integrate the core values and principles of AOD work into practice	3.1 Assess AOD practice values and ensure support and interventions are person-centred 3.2 Apply a harm minimisation approach to maximise support for the AOD client 3.3 Support the client’s rights and safety, including access and equity of services
4. Apply understanding of the impact of values in AOD practice	4.1 Reflect on personal values and attitudes regarding AOD use and acknowledge their potential impact when working in AOD contexts 4.2 Apply awareness of organisations’ values 4.3 Consider client values in determining interventions and supports

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAOD001 Work in an alcohol and other drugs context

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCAOD201D/CHCAOD402B. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used critical thinking skills to evaluate information about current values and philosophy of the AOD sector

worked with at least 2 people who have alcohol and/or drugs issues in ways that are consistent with the current values and philosophy of the AOD sector

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

impact of current and changing social, political, economic and legal contexts of AOD

historical, current and emerging models of alcohol and drugs practice and their evidence base including:

moral model

disease model

psycho-dynamic model

social learning model

social-cultural model

public health model, including systems approach

stages of change model

legal and ethical considerations (international, national, state/territory, local) in AOD work, and how they are applied in organisations and individual practice:

children in the workplace

codes of conduct

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure, including limitations

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific AOD legislation

work role boundaries – responsibilities and limitations, and their importance

work health and safety

specific contexts for AOD work and their characteristics, including:

centre-based work

day program

withdrawal services

drop-in centres, recreational facilities

housing and residential services

inpatient

outreach and home visits, street, parks

online AOD work, web-based, emails, discussion rooms

telephone contact

values and philosophies of the AOD sector, including:

harm minimisation

recovery

person-centred approach

empowerment

health promotion (as per the Ottawa Charter)

social constructs of the AOD sector and the impact of own attitudes on working with people affected by AOD

historic, current and emerging patterns of drug and alcohol use

services, prevention and intervention strategies available to AOD clients

risks and mitigation strategies when working with people affected by alcohol and/or other drugs

drug fundamentals:

classes of drugs:

primary properties

harms

types of drugs and how they are administered, including:

alcohol

cannabis

tobacco

illicit

prescription

current and emerging trends in drug types and their use

signs and symptoms of use, including:

stages and symptoms of withdrawal

effects of drug use on health, cognitive, social, emotional development and impact on others

patterns and prevalence of drug use, including:

experimental

recreational/social

situational

dependence

poly drug use, common drug interactions and effects of prescribed drugs on the use of other drugs

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAOD002 Work with clients who are intoxicated

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to respond to the immediate and ongoing needs of people intoxicated by alcohol and/or other drugs, with a focus on harm minimisation.

This unit applies to people working in alcohol and other drugs (AOD) services and other community service delivery 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Provide services to intoxicated clients	1.1 Assess level of intoxication and nature and extent of alcohol and/or drug use 1.2 Report behaviour or physical status inconsistent with alcohol and/or drug use to the appropriate person and/or seek assistance 1.3 Identify the need for first aid and seek assistance from a health professional as required 1.4 Provide client with a safe and secure environment in which to sober up/come down 1.5 Monitor client’s physical state regularly to ensure health and safety 1.6 Accurately document services provided to client
2. Reduce harm or injury to self, client and others	2.1 Maintain calm and confident manner in contact with client 2.2 Conduct interactions with clients in a fair, just, humane and positive manner 2.3 Use strategies identified in organisation response plan 2.4 Maintain safety of client, self and others using established procedures 2.5 Provide services to client in a manner consistent with organisation infection control guidelines 2.6 Follow established procedures to seek emergency assistance
3. Assist client with longer term needs	3.1 Assist client with activities of daily living 3.2 Provide information on AOD issues and availability of support services 3.3 Contact families and/or support networks at client request and in accordance with organisation policies 3.4 Assess client in accordance with organisation policy and procedure to determine if they represent a risk to themselves or others by leaving the facility

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAOD002 Work with clients who are intoxicated

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided services to at least 2 intoxicated clients

used the following communication and interpersonal skills in dealing with intoxicated clients:

management of difficult and aggressive behaviour

non-judgmental communication

conflict resolution

negotiation

self-protection

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) in AOD work, and how they are applied in organisations and individual practice:

children in the workplace

codes of conduct

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure, including limitations

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific AOD legislation

work role boundaries – responsibilities and limitations

work health and safety

infection control

contexts in which interactions with intoxicated persons may take place:

night patrols

detoxification/withdrawal units

sobering up shelters

emergency departments and other health environments

other community service delivery environments

signs and symptoms of alcohol and/or drug use

signs and symptoms that indicate need for assistance from a health professional

ways to assess intoxication and/or drug use level/s

concurrent medical illnesses which may mimic/mask withdrawal

strategies for dealing with aggressive and potentially violent clients, including protective/risk management strategies

types of daily living assistance that may be provided:

personal hygiene

food and drink

transportation/assistance with travel

current information on alcohol and other drugs issues

available support services and resources

emergency and crisis contacts

sobering up services

withdrawal services

mental health services

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 organisation policies and procedures

modelling of industry operating conditions, including:

involvement of people with whom the candidate can interact

scenarios that cater to a range of settings, including crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAOD003 Provide needle and syringe services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills knowledge required to determine client needs, provide clean needle and syringe services and offer education on safer drug use to clients.

This unit applies to people working with drug injecting clients in needle and syringe services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Determine client needs	1.1 Follow organisation procedures to identify scope of client needs 1.2 Maintain client confidentiality in line with organisation and legislative guidelines 1.3 Assess and respond to any risks to the safety of client, self and others 1.4 Identify and respond to the need for emergency assistance as required
2. Provide clean needles and syringes	2.1 Follow organisation infection control procedures 2.2 Organise and provide equipment based on client needs and organisation procedures 2.3 Monitor client according organisation procedures 2.4 Accurately document details of clean needle and syringe services provided
3. Provide education on safer drug use	3.1 Provide information on safe needle and syringe handling and drug use to users of the service 3.2 Provide clients with relevant and current information on alcohol and other drugs (AOD) and related issues and discuss the issues with them 3.3 Discuss risks and relevant harm minimisation strategies for alcohol and/or other drug use with clients 3.4 Assist clients to contact and use other support services as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAOD003 Provide needle and syringe services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided clean needle and syringe services and education on safer drug use to at least 2 clients, including information on:

safer injecting

vein care

viral hepatitis

other blood borne virus transmission risks

testing

treatment and support information services

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) in AOD work and how they are applied in organisations and individual practice:

children in the workplace

codes of conduct

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure, including limitations

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific AOD legislation

work role boundaries – responsibilities and limitations

work health and safety

World Health Organisation’s Standard precautions for health care, including:

personal and hand hygiene

use and scope of personal protective equipment guidelines

surface cleaning

sharps handling and disposal techniques

cleaning and sterilisation procedures for equipment

public health benefits of needle and syringe programs

features and safe use of injecting equipment

needle stick injury procedures

self-care procedures

risks associated with injected drugs:

blood-borne viruses (BBV’s)

sexually transmitted infections (STI’s)

hepatitis C including transmission risks, testing, treatment and support information and services

strategies for self-protection including universal precautions

current information on AOD issues, including:

drugs prevalence in the local community

information on meeting physical, emotional, financial and social needs

mental health, suicide and self-harm

harm minimisation strategies

available support services and resources:

crisis and emergency contacts

available agencies and their scope of service, including:

self help groups

advocacy groups

resources on:

dependency

AOD issues for families or personal network

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:

needles

syringes

disposable containers

water

single use tray

plastic gloves

body fluids clean up kit

safe disposal facilities

organisation policies and procedures

modelling of industry operating conditions, including

involvement of people with whom the candidate can interact

scenarios that cater to a range of settings, including crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAOD004 Assess needs of clients with alcohol and other drugs issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to prepare for and conduct assessments of alcohol and other drugs (AOD) clients to determine eligibility, service requirements and referral needs. This includes knowledge of factors affecting assessment for a range of different client groups including different genders, youth, older people, mandated and voluntary clients, Aboriginal and/or Torres Strait Islander people and those from culturally and linguistically diverse backgrounds.

This unit applies to people involved in the assessment of clients with AOD issues using established organisation or jurisdictional AOD assessment tools.

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

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Prepare for assessment	1.1 Review existing information about the client and consult with relevant health or community services professionals based on client needs 1.2 Discuss with the client reasons for seeking help and other information that may assist in establishing a basis for further work 1.3 Explain organisation parameters of confidentiality and policy/procedures to client 1.4 Inform the client of the assessment purpose and process 1.5 Confirm client’s understanding of the purpose and process of assessment
2. Conduct assessment	2.1 Identify history and pattern of client’s drug use through client discussion and questioning 2.2 Identify and clarify co-existing issues in consultation with the client 2.3 Identify the clients key familial and social relationships and how they are impacted by their AOD use 2.4 Assess current status, patterns of use and levels of dependence using standardised or approved AOD screening and assessment tools 2.5 Collaborate with other health processionals as indicated by assessment 2.6 Identify indicators of other issues that may affect work with the client through observation and questioning
3. Record assessment and provide feedback	3.1 Accurately record assessment results according to defined guidelines 3.2 Apply organisation criteria to determine entry to, or exclusion from, services 3.3 Prepare clear and comprehensive client assessment report 3.4 Provide feedback to the client based on assessment report
4. Identify and respond to need for referral	4.1 Identify client issues that are outside the scope of the service and/or the scope of the worker 4.2 Identify appropriate service and other support options for the client and their family members 4.3 Inform the client of possible options and reasons for seeking other service and support options 4.4 Confirm the client’s understanding of options 4.5 Work with the client to determine referral options and responsibilities 4.6 Make referral with client consent 4.7 Provide assessment information to others, including relevant health and/or community services professionals according to consent requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAOD004 Assess needs of clients with alcohol and other drugs issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

assessed at least 2 clients in different settings, presenting with alcohol and/or other drug issues

determining current status of the client in relation to:

readiness for change

levels of risk of:

deliberate self-harm and/or harm to others

behaviours which expose clients to blood borne disease

other drug use in family

physical, emotional, financial, legal and psychological state and immediate needs in these areas

used communication skills, including:

interpreting verbal and non-verbal communication

establishing rapport with client

managing conflict

active listening

negotiating

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) in AOD work, and how these are applied in organisations and individual practice:

children in the workplace

codes of conduct

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure, including limitations

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific AOD legislation

work role boundaries – responsibilities and limitations

work health and safety

requirements related to client registration, allocation and referral

context for the provision of services - agency role, agency target group and the impacts on the local community

risk assessment processes in relation to interventions for people with drug and/or alcohol and co-existing issues

AOD assessment tools, including:

types of tools

purpose of tools

components of different types of tools, and the information they include

availability of standardised tools

benefits of standardised tools

how to select tools for different situations and client presentations

client information required for assessment and the scope and depth of information needed around:

client objectives and expectations

client history and pattern of drug use

client current state of health

co-existing issues

established processes and protocols for determining:

level of dependence

length of dependence

health status

common co-existing conditions and associated issues relating to assessment of people with drug and/or alcohol issues, including:

physical

sensory

intellectual

psychiatric

factors for consideration when working with different types of clients:

youths:

stage of development

parental involvement

older people:

use of different assessment tools – what they are and how they are used

consideration of existing comorbidities

interactions with other medications

working collaboratively with aged care service providers and those providing home-based supports to older people

awareness of issues related to the use of addictive prescription medications

different gender communication styles

mandated and voluntary clients:

willingness to participate

readiness for, and commitment to change

Aboriginal and/or Torres Strait Islander people, including impacts of trauma

culturally and linguistically diverse people

issues related to voluntary versus forced migration

considerations when working with clients at risk of self-harm, suicide or with mental health issues, including:

suicidal or self-harming behaviour, ideation or intention

risk assessment procedures

safety planning and other management strategies

links between predisposing factors for suicide, self-harm and other mental health issues

legal and ethical obligations

when and how to negotiate a no suicide contract with client

professional responsibilities when presenting cases fall outside of practitioner’s current scope:

when referral is appropriate or required

information and advice sources

how to apply pharmacological factors to the assessment process:

types of drugs and how they are administered:

alcohol

cannabis

tobacco

illicit

prescription

other prevalent drugs

current and emerging trends in drug types and their use

classes of drugs:

patterns and prevalence

primary properties

harms

preventative/intervention strategies

effects of drug use, including:

signs and symptoms of use

tolerance and dose levels

stages and symptoms of withdrawal

health issues relating to use:

malnutrition

blood borne diseases

skin infestations

effects of drug use on health, cognitive, social, emotional development and impact on others

patterns of drug use, including:

experimental

recreational/social

situational

dependence

consequences and effects of drug substitution/replacement

poly drug use, common drug interactions and effects of prescribed drugs on the use of other drugs

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must have been met for this unit:

use of suitable facilities, equipment and resources, including:

standardised AOD screening and assessment tools

organisation policies and procedures

modelling of industry operating conditions, including:

involvement of people with whom the candidate can interact

scenarios that cater to a range of settings, including crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAOD005 Provide alcohol and other drugs withdrawal services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to provide support and assistance to people going through the process of withdrawing from alcohol, tobacco or other drugs, including combinations of these.

This unit applies to those working with clients going through alcohol and other drugs (AOD) withdrawal in residential or non-residential settings following established withdrawal guidelines.

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

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Check client needs	1.1 Review client information and conduct initial withdrawal assessment with the client using an appropriate withdrawal tool according to organisation protocols 1.2 Collaborate with other services as indicated by client needs 1.3 Report behaviour or physical status inconsistent with alcohol and/or drug use to the appropriate person and/or seek assistance 1.4 Identify and respond to the need for medical or emergency assistance as appropriate within scope of own role 1.5 Evaluate client against organisation mission criteria and determine if they have been referred appropriately 1.6 Where referral is not appropriate, support client to access other available services
2. Support management of withdrawal	2.1 Determine most appropriate withdrawal modality based on client needs 2.2 Provide an appropriate environment within which alcohol and/or drug/s withdrawal is to take place 2.3 Monitor client’s physical and psychological state regularly to ensure health and safety according to organisation guidelines 2.4 Provide client with support services within scope of own role 2.5 Identify signs of any concurrent illness and refer appropriately 2.6 Document services provided to client and consult with appropriate persons
3. Evaluate client withdrawal	3.1 Evaluate and discuss outcomes with client and appropriate persons in the organisation 3.2 Discuss relapse and preventative planning measures with client 3.3 Assist client to link with relevant post withdrawal services 3.4 Document outcome of client drug withdrawal

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAOD005 Provide alcohol and other drugs withdrawal services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided withdrawal services according to organisation protocols to 2 clients presenting with different needs

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) in AOD work, and how these are applied in organisations and individual practice:

children in the workplace

codes of conduct

codes of practice

discrimination/eligibility

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure, including limitations

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific AOD legislation

work role boundaries – responsibilities and limitations

work health and safety

organisation protocols for the assessment, monitoring and evaluation of:

home-based withdrawal

residential withdrawal and any restrictions on clients

outpatient withdrawal

stages of AOD withdrawal and specific signs and symptoms

responses to the stages of withdrawal

concurrent medical illnesses which may mimic/mask withdrawal

support agencies in the AOD sector and the services they provide, including post withdrawal services

current information on alcohol and other drugs issues relevant to withdrawal, including relapse prevention and planning

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:

client information

withdrawal assessment tools

organisation policies and procedures

modelling of industry operating conditions, including:

involvement of people with whom the candidate can interact

scenarios that cater to a range of settings, including crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAOD006 Provide interventions for people with alcohol and other drugs issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to confirm, conduct and monitor intervention strategies to address alcohol and other drugs (AOD) issues.

This unit applies to workers who provide support to people with AOD issues within the scope of an established individual treatment plan. Interventions would be ongoing and be conducted under the guidance of a supervisor.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Prepare for intervention	1.1 Interpret intervention requirements from the individual treatment plans 1.2 Identify and organise support resources required for the intervention 1.3 Plan the intervention, in line with client needs and treatment plan
2. Confirm intervention requirements with client	2.1 Describe features of the intervention and how it can be used effectively 2.2 Confirm client understanding of the intervention 2.3 Report any misunderstanding or confusion experienced by the client to a supervisor 2.4 Obtain consent before commencing the intervention
3. Conduct intervention	3.1 Guide and support the client to participate in the intervention as defined in the treatment plan 3.2 Provide feedback to the client to reinforce their understanding of intervention and progress 3.3 Identify and manage any issues the client is having with the intervention 3.4 Work collaboratively with others and seek assistance when the client presents with needs or signs outside limits of own authority, skills and/or knowledge
4. Monitor and record activities	4.1 Provide progress feedback to supervisor identifying successes, difficulties and concerns the client is experiencing with the intervention 4.2 Implement variations to the intervention under guidance from supervisor 4.3 Clearly document information about the intervention and its progress 4.4 Provide progress feedback to client 4.5 Identify the need for referral to other services and take action in consultation with supervisor

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAOD006 Provide interventions for people with alcohol and other drugs issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

planned, conducted and monitored interventions for at least 2 people with AOD issues as detailed in their treatment plan, using evidence based interventions, at least 1 of which, must be motivational interviewing

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) in AOD work, and how these are applied in organisations and individual practice:

children in the workplace

codes of conduct

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure, including limitations

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific AOD legislation

work role boundaries – responsibilities and limitations

work health and safety

roles and responsibilities of people involved in the intervention:

worker – scope of role and boundaries

client

family and broader support network

self-help groups

other services/agencies

types of information and terminology found in client treatment plan and how to interpret these

factors that may influence a client’s ability to participate in an intervention

theoretical frameworks about motivation to change alcohol and/or other drug use

treatment interventions, and their use, appropriate to AOD and scope of role, including:

motivational interviewing/counselling

cognitive behavioural therapy

detoxification

relapse prevention

crisis intervention

brief intervention

protective intervention

techniques for motivational interviewing/counselling, including:

attending skills, use of body language

paraphrasing

reflecting feelings

open and closed questioning or probing

summarising

reframing

exploring options

normalising statements

strategies to support clients during interventions

strategies for managing difficult situations:

conflict management and resolution

mediation and negotiation

types and availability of service to which client may be referred

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must have been met for this unit:

use of suitable facilities, equipment and resources, including:

client treatment plans

organisation policies and procedures

modelling of industry operating conditions, including:

involvement of people with whom the candidate can interact

scenarios that cater to a range of settings, including crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAOD007 Develop strategies for alcohol and other drugs relapse prevention and management

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to work collaboratively with clients to develop strategies for preventing and managing relapse, should it occur, as well as ways to deal effectively with potentially harmful behaviour.

This unit applies to workers who develop strategies with, and for, clients with alcohol and other drugs (AOD) issues within established organisation guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Explore relapse prevention	1.1 Review client information to inform relapse prevention work 1.2 Prepare client for the possibility of relapse as a common experience 1.3 Determine any previous relapse prevention strategies used by the client 1.4 Determine stakeholders to be included in the relapse prevention process, in consultation with the client
2. Identify potential risks	2.1 Identify and discuss potential relapse triggers with the client 2.2 Determine environmental factors that could contribute to client responses 2.3 Identify circumstances that could cause potentially harmful behaviour to client and others 2.4 Complete a risk assessment process in conjunction with client according to organisation protocols
3. Develop relapse prevention and management strategies	3.1 Research and evaluate a range of support strategies and identify the most suitable to meet client’s needs 3.2 Work with client in a manner that promotes client participation and respects client’s insights and experiences 3.3 Work collaboratively with client to select most appropriate relapse prevention strategies 3.4 Work with client to identify relapse management strategies and contingency plans if difficulties are encountered, including harm minimisation
4. Report and document information	4.1 Accurately record strategies in individual treatment plan according to organisation protocols 4.2 Follow privacy and confidentiality requirements when reporting feedback

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAOD007 Develop strategies for alcohol and other drugs relapse prevention and management

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

conducted a relapse planning session with at least 2 clients with alcohol and/or drug issues that incorporate supporting clients with:

problem solving

goal setting

coping

self monitoring and management

recognising and managing cravings

cognitive restructuring

harm minimisation

used effective communication skills, including:

empathy

open questioning

reflective listening

summarising

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) in relapse prevention and management work, and how these are applied in organisations and individual practice:

children in the workplace

codes of conduct

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure, including limitations

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific AOD legislation

work role boundaries – responsibilities and limitations

work health and safety

roles and responsibilities of different people in the relapse prevention process, including scope of own role

principles of:

effective communication, including motivational interviewing, active listening and questioning

crisis management

harm minimisation

effects of AOD and the behavioural responses associated with AOD issues

models of relapse prevention

factors that typically trigger relapse

factors that influence substance use, including environmental, cultural, economic and individual that are risk factors for relapse

risk assessment and management considerations including ways of minimising risk:

environmental

physical

physiological

relapse/lapse management strategies for:

managing cravings and urges

identifying and challenging thoughts

problem solving

goal setting

building positive relationships

pharmacotherapies and other therapies to assist in relapse prevention

strategies to assist with harm minimisation to client and others

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must have been met for this unit:

use of suitable facilities, equipment and resources, including:

risk assessment tools/forms

client treatment plans

organisation policies and procedures

modelling of industry operating conditions, including:

involvement of people with whom the candidate can interact

scenarios that cater to a range of settings, including crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAOD008 Provide advanced interventions to meet the needs of clients with alcohol and other drugs issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to design, implement and monitor ongoing therapeutic interventions drawing on evidence informed models and techniques. It involves holistic consideration of all client needs, and collaboration with other services.

This unit applies to individuals who work with significant autonomy in the provision of interventions and support to clients with alcohol and other drugs (AOD) issues. While work is carried out in the context of an existing treatment plan, the worker may also design and adapt specific strategies.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Design intervention and support strategies	1.1 Evaluate information from client assessment and treatment plan 1.2 Determine the immediate and proximate needs and goals of the client 1.3 Review the scope of client needs and client interactions with other support services 1.4 Identify therapeutic models and techniques with potential to meet desired outcomes 1.5 Analyse and select specific options and strategies that best meet client needs 1.6 Integrate techniques and strategies to maximise potential outcomes for client
2. Implement intervention and support strategies	2.1 Establish professional relationship within appropriate worker/client boundaries 2.2 Use counselling and other intervention techniques and strategies as planned 2.3 Recognise and respond to difficult or challenging situations 2.4 Adapt and refine approaches based on client interactions and own observations 2.5 Maintain engagement with reticent or reluctant clients 2.6 Include exploration of issues beyond the immediate scope of the intervention that may impact on progress 2.7 Document client interventions according to organisation policy
3. Make holistic evaluation of client progress	3.1 Monitor and review client progress against planned goals 3.2 Adjust intervention and support strategies based on outcomes of review 3.3 Evaluate personal and agency ability to deliver services that address all client needs 3.4 Determine client’s physical, social, emotional and other needs that cannot be met in agency service
4. Collaborate with others	4.1 Identify other options and services able to assist client needs 4.2 Consult with other services about potential to provide services to clients and for shared care work 4.3 Make referrals to other services according to organisation protocols 4.4 Work collaboratively with significant others, co-workers and other services to support client needs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAOD008 Provide advanced interventions to meet the needs of clients with alcohol and other drugs issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

autonomously planned and provided intervention and support strategies to 2 different clients with AOD issues:

used at least 2 of the following approaches/models:

cognitive behavioural therapy or mindful integrated cognitive behavioural therapy (MiCBT)

rational emotive therapy

reality therapy

dialectical behaviour therapy

acceptance and commitment therapy

solution focussed therapy

narrative therapy

resilience based interventions

family counselling

group work and group counselling

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) in AOD work, and how these are applied in organisations and individual practice:

children in the workplace

codes of conduct

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure, including limitations

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific AOD legislation

work role boundaries – responsibilities and limitations

work health and safety

counselling and other therapeutic models and techniques appropriate to client AOD issues and scope of role, including when and how these may be used:

cognitive behavioural therapy

mindful integrated cognitive behavioural therapy (MiCBT)

rational emotive therapy

reality therapy

dialectical behaviour therapy

acceptance and commitment therapy

solution focussed therapy

narrative therapy

resilience based interventions

family counselling

group work and group counselling

ways that different models and techniques may be integrated and when this may be appropriate

techniques for teaching clients self-management skills and self-report measures

factors affecting support work with people from specific groups:

men

women

young people

elders

Aboriginal and/or Torres Strait Islander

culturally and linguistically diverse (CALD)

techniques for dealing with difficult communication situations, including:

managing emotions

defusing anger

clarifying the issues

maintaining composure and professional attitude

providing support

seeking assistance

measures for monitoring client outcomes

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must have been met for this unit:

use of suitable facilities, equipment and resources, including:

client assessments

client treatment plans

organisation policies and procedures

modelling of industry operating conditions, including:

involvement of people with whom the candidate can interact

scenarios that cater to a range of settings, including crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAOD009 Develop and review individual alcohol and other drugs treatment plans

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to work collaboratively with clients to establish treatment goals, and to develop and evaluate individual treatment plans to meet those goals.

This unit applies to workers who develop treatment plans with, and for, clients with alcohol and other drugs (AOD) issues on the basis of an existing assessment and within established organisation guidelines. Depending on the context, development of the plan may be autonomous or collaborative. Workers may or may not be the person conducting the assessment.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Consider the type of treatment and services to be provided	1.1 Interpret presenting issues and requirements from client assessment 1.2 Work with client to identify interaction and relationship between different presenting issues in the context of their health and demographic profile 1.3 Identify the need for potential referral, and collaboration with other services 1.4 Identify and respond to the need to consult with other professionals or specialists as required 1.5 Explain the purpose of the planning process and developing the treatment plan, and the roles of different people 1.6 Discuss with client their readiness for development of a treatment plan
2. Determine treatment goals and strategies	2.1 Discuss desired outcomes, priorities and long term goals with the client 2.2 Identify any barriers and/or cultural factors that may impact on reaching goals 2.3 Provide information about different service and support options suited to the client’s needs 2.4 Assist client to evaluate and select strategies to achieve their goals 2.5 Determine preferred actions and prioritise 2.6 Confirm client capacity to meet the logistical demands of selected strategies 2.7 Establish timelines for identified goals with consideration of overlaps between different services and support 2.8 Agree on type and frequency of interactions 2.9 Work with the client to identify others in the client and family support network to be involved in the treatment plan, and their roles 2.10 Record goals and selected strategies in the individual treatment plan according to organisation protocols
3. Review client progress	3.1 Regularly review client’s progress against negotiated goals and action plans 3.2 Monitor, record and report client progress in accordance with organisation guidelines 3.3 Negotiate revised action plans and timelines and record in the treatment plan as needed 3.4 Accurately record revisions in the individual treatment plan according to organisation protocols 3.5 Negotiate exit from the program with the client and provide support in accordance with organisation policies and available resources 3.6 Review outcomes of interventions with supervisor and/or colleagues

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAOD009 Develop and review individual alcohol and other drugs treatment plans

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed a treatment plan based on existing assessments and within organisation guidelines for 2 people requiring different types of interventions and service supports

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) in AOD work, and how these are applied in organisations and individual practice:

children in the workplace

codes of conduct

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure, including limitations

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific AOD legislation

work role boundaries – responsibilities and limitations

work health and safety

different approaches and models of service planning and case management

principles of:

person centred approach

effective communication and negotiation techniques

organisation policies, procedures and guidelines for individual treatment plans

types of issues beyond the scope of AOD services where referral or inter-agency collaboration may be required

role of family members and others in the client support network in relation to successful treatment planning, implementation and review

types of information and terminology found in client assessments and how to interpret these

what constitutes effective treatment goals for AOD issues

AOD service delivery models including:

inpatient

outpatient

residential

home based

outreach

technology delivered

brief and longer term treatments and interventions available, when and how they are used

processes for the matching of treatment goals to different interventions and strategies aimed at abstinence and controlled AOD use

ways of using stages of change to identify appropriate treatment goals, strategies and referral options

barriers and cultural factors that may impact on a person with AOD issues achieving treatment goals and ways to address this

how and where to access specialist AOD information

factors affecting support work with people from specific groups:

men

women

young people

elders

Aboriginal and/or Torres Strait Islander

culturally and linguistically diverse (CALD)

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must have been met for this unit:

use of suitable facilities, equipment and resources, including:

client assessments

organisation policies and procedures

modelling of industry operating conditions, including involvement of people with whom the candidate can interact

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS001 Address the needs of people with chronic disease

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTCOM510B/CHCICS408B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to determine and address specific issues faced by people who have a chronic disease, in the context of contributing to a holistic approach to support.

The unit applies to workers providing services to people with chronic disease in diverse community services and health 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine the person’s needs	1.1 Identify the person’s chronic disease conditions and seek information about its possible impacts on health, well being and ability to achieve maximum performance in everyday situations 1.2 Determine current treatments, and other inputs and supports by seeking information from the person or other health professionals 1.3 Determine the level and type of support and assistance required by the person within scope of own role 1.4 Adjust services and support to meet the specific nature of the chronic disease 1.5 Actively involve the person in the development of strategies to self manage their chronic disease
2. Support the person in a holistic manner	2.1 Discuss with the person, their family and other carers, the full range of issues that could have an impact on their well being 2.2 Respond to the range of issues in an integrated way 2.3 Support the person to understand their chronic disease condition 2.4 Facilitate the person to self-manage through provision of advice and resources 2.5 Identify and discuss any unmet needs and requirements and make appropriate referral
3. Contribute to a coordinated service approach	3.1 Maintain awareness of current contribution of other agencies and professionals in supporting the person 3.2 Identify the level and type of contribution made by family and other carers and the effects it has on the person 3.3 Identify and meet communication and reporting responsibilities within the support system and own role 3.4 Respond to variations in the person’s needs in the context of a coordinated service approach

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS001 Address the needs of people with chronic disease

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTCOM510B/CHCICS408B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

determined and addressed the needs of at least 3 people presenting with different types of chronic disease and lifestyle situations

Knowledge 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:

broad context for chronic disease:

World Health Organisation and other models of chronic disease management

continuum of chronic disease

life variables that have an impact on health and well being

impacts of chronic disease:

social

emotional

physical

psychological

financial

strategies to address and manage chronic disease in the relevant work context:

prevention

treatment types

principles and practice of client focused practice

maintenance of positive life roles

stages of change, to establish readiness for attitudinal and behavioural change

ways to communicate appropriately and effectively with a person with a chronic disease

roles and responsibilities of different people in chronic disease management and their contribution to coordinated service delivery

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 plans and any relevant equipment outlined in the plan

modelling of industry operating conditions, including:

scenarios that reflect standard operating conditions and contingencies involving people with chronic disease

links to other local service agencies or organisations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS002 Assist with movement

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to support people who require assistance with basic physical movement which may be due to incapacity.

This unit applies to workers in a range of community services or health contexts who provide front line support services within the context of an established individualised plan.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to assist a person with movement	1.1 Confirm requirements and risk factors for assisting a person with movement with relevant personnel, individualised plan or organisation policy and procedures 1.2 Select, prepare and adjust equipment according to the person’s requirements and the individualised plan 1.3 Appropriately prepare environment 1.4 Explain the procedure to the person and answer questions as required and according to appropriate communication protocols 1.5 Seek the person’s consent and cooperation 1.6 Carry out preparation procedures according to safe working practices
2. Assist with movement	2.1 Carry out movement using appropriate safe handling method and equipment using a range of techniques 2.2 Take appropriate action to ensure the person’s comfort and safety throughout positioning or transfer 2.3 Encourage the person to assist with movement where possible 2.4 Communicate with the person during movement according to appropriate protocols
3. Complete assistance with movement	3.1 Return equipment to appropriate place as required 3.2 Clean equipment in accordance with organisation policy and procedures 3.3 Report equipment faults immediately in accordance with organisation procedures, industry standards and guidelines

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS002 Assist with movement

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided assistance with moving a person in at least 6 of the following situations:

assisting a person up off the floor

assisting a person to be weighed on chair weighing scales

assisting a person to change position in bed

assisting a person to use crutches or other walking aids

assisting a person or co-worker to use a hoist or mechanical lifter for transfers

moving a person to a seated position

moving a person by wheelchair or trolley

moving a person between wheelchair or trolley and bed

moving a person to a standing position

transfers from wheelchair to shower chair and toilet

assisting a person who is falling

Knowledge 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:

basic body biomechanics, soft tissue joint structure

importance of maintaining skin integrity

organisation policy and procedures in relation to:

infection control as it relates to assisting with movement

supervisory and reporting protocols

legal and ethical considerations and how these are applied in an organisation and individual practice, including:

duty of care

privacy, confidentiality and disclosure

work health and safety, including manual task risk factors

risk factors and techniques used when environment or residence are not custom fitted with aids

techniques for assisting with movement, including:

actions to be taken when a person is falling

active and passive movement

assistance with repositioning

assisting a person in an emergency

assisting a person off the floor

assisting a person to be weighed on chair weighing scales

assisting a person to change position in bed

assisting a person to use crutches or other walking aids

assisting a person to walk

assisting a person or co-worker to use a hoist or mechanical lifter for transfers

moving a person by wheelchair or trolley

moving a person between wheelchair or trolley and bed

moving a person to a standing or seated position

placing a person in a wheelchair

transfers from wheelchair to shower chair or toilet

utilising mobility aids owned by or associated with the person

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 plans

equipment relevant to the persons mobility requirements

workplace health and safety manual

infection control manual

manual handling and lifting/no-lift policies of the organisation

equipment manufacturer's instructions

modelling of industry operating conditions, including:

using real people when using equipment

scenarios that reflect standard operating procedures and contingencies relevant to service

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS003 Increase the safety of individuals at risk of suicide

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge to identify and manage immediate suicide risk and work with the individual to achieve safe outcomes. It includes the requirements for developing a clear safety plan for addressing any immediate danger to the person at risk or others, mobilising access to emergency medical help when needed and facilitating links with further support.

This unit applies to people in formal helping roles in any community service context. Suicide safety may involve face-to-face, telephone or remote contact with the person involved.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and assess the person’s current suicide risk	1.1 Recognise and respond to signs indicating that a person may be considering suicide 1.2 Explore any indications, direct or indirect, that the person may be considering suicide 1.3 Ask specifically about thoughts of suicide whenever there are grounds for concern 1.4 Inform and facilitate the intervention by seeking understanding of why the person is considering suicide and what links them to life
2. Collaborate to increase immediate safety	2.1 Build a collaborative empathic helping relationship that acknowledges how thoughts of suicide and the pain behind them may affect their safety 2.2 Listen to what lies behind any thoughts of suicide while affirming and strengthening life connections and safety support 2.3 Work with the person to develop and implement a safety plan that reduces immediate danger to the person and others 2.4 Mobilise access to emergency services when needed 2.5 Comply with all laws, relevant ethical guidelines and policy requirements that affect duty of care and seek any advice from workplace supervisor
3. Facilitate links to further support	3.1 Empower the person at risk to make informed choices about further help 3.2 Maintain rapport to encourage discussion of on-going concerns 3.3 Help the person identify coping strategies to manage recurrence of suicidal thoughts 3.4 Determine whether underlying mental health concerns or personal circumstances are present and facilitate access to appropriate help 3.5 Explore possible barriers to seeking or accepting help and develop responses 3.6 Explore what has helped the person survive any previous suicide attempts 3.7 Develop a plan with the individual that includes agreed first steps to access and use informal supports and professional help 3.8 Refer to appropriate professionals as required
4. Review and report on support provided	4.1 Document suicide safety plan and follow up action according to evidence informed standards of care and relevant organisation requirements 4.2 Communicate relevant information to work colleagues and other people working with the person 4.3 Reflect on own role in providing support and use learning to enhance future practice 4.4 Identify and respond to the need for own supervision and debriefing

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS003 Increase the safety of individuals at risk of suicide

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

responded to at least 3 different situations where there is risk of suicide

Knowledge 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:

indicators of potential suicide risk, including risk of any type of self-harm

principles and practices of suicide intervention, including:

assessment

suicide safety

facilitating emergency interventions

identifying safe actions to implement safety plans

facilitation of on-going support

referral options and procedures for accessing services

procedures for facilitating emergency interventions

personal values, beliefs and attitudes that facilitate or impede suicide intervention:

assumptions about who may be at risk

common notions about suicide

assumptions about what might keep someone safe or unsafe

consideration of how the presence of mental health concerns might influence the helper’s intervention role and inform referral options

principles and practices of self-care and supervision

legal and ethical considerations and how these are applied in an organisation and individual practice, including:

duty of care

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

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 organisation policies and procedures

modelling typical workplace conditions, including:

typical workplace reporting processes

scenarios and simulations of crisis situations appropriate to the industry sector

scenarios and simulations that reflect real working conditions by modelling industry operating conditions and contingencies

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS004 Assess co-existing needs

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS416B/CHCCS500B/CHCCS504B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to assess the diverse and multi-faceted needs of people and determine both internal and external services required to meet those needs.

This unit applies in a range of community service 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for assessment	1.1 Identify and prepare assessment tools and processes according to organisation policy and procedures 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. Analyse the person’s needs using a collaborative approach	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. Determine appropriate services	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
4. Complete reporting	4.1 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. Evaluate assessment and referral processes	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

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS004 Assess co-existing needs

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS416B/CHCCS500B/CHCCS504B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assessed and appropriately responded to the requirements of at least 3 people presenting with co-existing needs

used analytical and critical thinking skills in each case:

applying a strengths-based approach to assessment

analysing information about co-existing issues

making evidence-based judgements about the person’s needs

Knowledge 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 types of assessment and their use in different contexts

assessment process:

roles and responsibilities of different people

impact of the setting on the process

roles and types of assessment tools

ways of collecting information

validity and reliability requirements

reporting requirements and formats

nature and impact of diverse and multi-faceted needs and issues affecting client groups, and potential interrelationships between them, including:

mental health

alcohol and other drugs

imprisonment

child protection

family violence

homelessness

poverty

health

age

disability

behaviours of concern

employment

culture and religion

common service requirements and basic features of those services including:

employment

physical and mental health

housing

community support

social inclusion

education and training

financial support

networks and specialist services available

legal and ethical considerations relating to assessment processes, including:

privacy, confidentiality and disclosure

duty of care

informed consent

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, including:

use of suitable facilities, equipment and resources, including:

organisation policies and procedures

use of peoples information on which to base assessment

individualised plans and any relevant equipment outlined in the plan

assessment tools and processes

modelling typical workplace conditions and contingencies, including:

interactions with people with a range of needs

typical workplace reporting processes

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS005 Conduct individual assessments

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to prepare for, conduct and report on an assessment of a persons need for support services using established processes and tools.

The unit applies to workers across a range of community services or health contexts, but does not provide a basis for a worker to conduct a clinical health assessment which should be conducted by a relevant health professional.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for assessment	1.1 Identify the need for assessment based on organisation policy and procedure 1.2 Identify required assessment tools and processes 1.3 Clarify purpose and scope of assessment and refer situations beyond own responsibility to the appropriate person 1.4 Organise appropriate time and suitable place for the assessment with the person and obtain the person’s consent 1.5 Clarify whether the person wants others present at the assessment and if interpreter is needed
2. Conduct assessment session	2.1 Inform the person of the purpose and process of the assessment and confirm understanding 2.2 Conduct assessment in a fair manner according to guidelines 2.3 Recognise the person’s diverse needs and any interrelated services required or currently being accessed 2.4 Obtain the person’s information through effective use of active listening and questioning 2.5 Encourage and support the person to share potentially sensitive information 2.6 Identify the person’s level of comfort with the assessment process and continue or suspend the assessment process as necessary 2.7 Record assessment results according to defined guidelines
3. Interpret and report on assessment results	3.1 Interpret assessment results according to defined guidelines 3.2 Provide feedback on outcome of assessment to the person 3.3 Prepare and store assessment report based on guidelines and organisation policy and procedures 3.4 Provide assessment information to others according to the person’s consent requirements and organisation policy and procedure
4. Reflect on own practice	4.1 Undertake self-evaluation in conjunction with supervisor or peers 4.2 Provide and receive open and evaluative feedback to and from co-workers 4.3 Use feedback to enhance future assessment practice

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS005 Conduct individual assessments

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

completed assessments within established guidelines for at least 3 people presenting with different needs

communicated effectively with the person to both obtain and provide information and to gain consent

Knowledge 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 types of assessment and their use in different contexts

assessment process:

roles and responsibilities of different people

impact of the environment to the process

roles and types of assessment tools

validity and reliability requirements

reporting requirements and formats

fairness and equity considerations in conducting assessments

interviewing techniques

legal and ethical considerations relating to the assessment process, including:

privacy, confidentiality and disclosure

duty of care

informed consent

organisation policies and procedures, including:

referrals and inter-service collaboration

exiting or transitioning from service

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:

assessment tools

assessment process guidelines

modelling of industry operating conditions and contingencies, including assessment conditions must involve people with whom the candidate can interact

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS006 Facilitate individual service planning and delivery

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to contribute to the development, implementation and review of individualised support.

This unit applies to workers in a range of community services and service delivery contexts. Work will involve collaborating with the person requiring support and other people involved in the support network. Service needs may be complex or multiple.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and maintain relationships	1.1 Conduct interpersonal exchanges in a manner that develops and maintains trust and goodwill 1.2 Maintain confidentiality and privacy of the person within organisation policy and protocols 1.3 Recognise and respect diverse and multi-faceted needs of the individual and collaborate with other service providers as needed 1.4 Provide clear and current information about service delivery and support the interests, rights and decision-making of the person in all dealings
2. Prepare for planning	2.1 Determine the physical and psychological factors relevant to the person’s life stage that will influence service delivery 2.2 Explain the purpose of the planning process and discuss different service options with the person 2.3 Work with the person to determine readiness for the development of an individualised plan and select most appropriate service option 2.4 Determine who needs to be included in the planning process and organise practicalities 2.5 Collate and prepare information and distribute to relevant stakeholders as required 2.6 Liaise with the assessor of the person’s requirements prior to the planning session as required
3. Plan service delivery	3.1 Respect the person’s perspective, foster their strengths and capacities and promote their participation 3.2 Follow process requirements of service planning tools 3.3 Identify and confirm key aspects of individualised service delivery by working collaboratively with the person and other stakeholders to establish goals 3.4 Consider interrelated needs of the person and plan an integrated approach to service delivery 3.5 Conduct risk assessment specific to the person’s circumstances, discuss with person and work collaboratively to minimise risk 3.6 Manage any conflict or differences with regard for the person’s perspective
4. Review service delivery implementation	4.1 Consult with relevant people to assess the quality of, and satisfaction with, service 4.2 Address and report any problems with the quality of, or satisfaction with, service delivery within organisation procedures 4.3 Work with the person and relevant others to identify and respond to the need for adjustments to individualised plans 4.4 Support the person’s self-determination in making adjustments to plans 4.5 Identify areas for improvement to overall service delivery implementation of organisation
5. Complete reporting requirements	5.1 Clearly record planning activities and decisions made 5.2 Prepare reports and other documentation according to organisation requirements 5.3 Maintain currency of documentation by making appropriate updates 5.4 Incorporate review findings into continuous improvement processes

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS006 Facilitate individual service planning and delivery

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked within established guidelines to contribute to the planning and reviewing of services which meet the needs of at least 3 people

contributed to the planning processes by communicating effectively with the person and other stakeholders using active listening and questioning

Knowledge 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:

role and responsibilities of different people in the planning process:

person’s assessor

carers and other support workers

health professionals

other service providers

service delivery workers

human development across the lifespan and influences on service delivery

strengths-based planning processes:

assessment process

collaborative approach

documentation and reporting requirements

features and modes of service delivery:

range of service options

variations for individualised service

resource requirements

motivational goal setting

collaborating with other service providers to address diverse and multi-faceted needs

transitioning to other services

exiting service

legal and ethical considerations related to planning and service delivery and how these are applied in an organisation and individual practice, including:

duty of care

privacy, confidentiality and disclosure

safety and security

risk management considerations and ways of minimising risk:

environmental

physical

physiological

continuous improvement processes

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:

planning and service delivery policies and procedures

planning templates and tools

individualised plans and any relevant equipment outlined in the plan

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS007 Develop and implement service programs

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to engage consumers, analyse service needs of particular groups and develop programs and services to meet those needs.

This unit applies to workers coordinating or managing teams and operations in varied service delivery 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Engage consumers in the analysis of service needs	1.1 Develop a plan for consumer participation and engagement in decisions about service provision 1.2 Investigate the needs of individuals as the basis for service provision in line with consumer participation and engagement plan 1.3 Recognise processes and communications that may be a barrier to consumer participation and develop mechanisms to overcome these 1.4 Interact and consult with people accessing the service to monitor changing needs so they can be addressed 1.5 Consult and collaborate with other services and networks to address multi-faceted needs of individuals and client groups 1.6 Evaluate broader organisation context and its impact on service delivery
2. Develop programs	2.1 Facilitate input to program development from internal and external stakeholders 2.2 Engage people accessing programs in management processes and develop formal arrangements as required 2.3 Incorporate consideration of individual differences, rights, needs and preferences in the planning processes 2.4 Integrate both internal and external services as required 2.5 Determine financial, human and physical resource requirements 2.6 Develop supporting systems and procedures 2.7 Develop and integrate service evaluation methods, including mechanisms for feedback from people accessing service programs 2.8 Document program identifying priorities, timelines and responsibilities
3. Implement and monitor programs	3.1 Communicate roles and responsibilities to relevant stakeholders 3.2 Facilitate provision of training to support implementation 3.3 Monitor service delivery against agreed objectives and budgetary frameworks 3.4 Make user interactions and feedback an integral part of ongoing monitoring 3.5 Identify and address problems in addressing the needs of service users in accordance with organisation procedures 3.6 Maintain relevant program and service delivery documentation
4. Evaluate programs	4.1 Assess capacity of programs to meet objectives 4.2 Seek and evaluate feedback from those using the service and other stakeholders 4.3 Modify programs as needed to meet changing requirements within policy and budgetary frameworks

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS007 Develop and implement service programs

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed, implemented and evaluated at least 1 community sector service program

Knowledge 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:

program planning principles and processes, including:

program design

program resourcing

implementation systems and procedures

feedback and complaints procedures

evaluation and continuous improvement

accountability and governance

funding framework, including not-for-profit, government funding

supports needed for effective consumer participation at all levels of program planning

requirements of specific service user groups and individuals, including:

diverse and multi-faceted needs and issues service user participation opportunities and barriers

opportunities for collaboration and service partnerships

risk, regulatory and sustainability considerations

standards, codes and legislation compliance

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 organisation policies and procedures

modelling typical workplace conditions and contingencies, including interactions with users of the service and co-workers from a range of diverse backgrounds

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS008 Develop strategies to address unmet needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to assess unmet needs of individuals and to develop and monitor individualised plans in response.

This unit applies to workers in a range of 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify potential unmet needs	1.1 Recognise signs that the person may have unmet needs 1.2 Determine information needed to inform full assessment of unmet needs 1.3 Establish ways of gathering information to confirm the scope and nature of the unmet needs 1.4 Identify other people who should be involved in the assessment process and facilitate their involvement 1.5 Collect information to support reporting, analysis and development of individualised plans for the person
2. Develop individualised strategies to meet the person’s needs	2.1 Contribute to the development of proactive support strategies that respect the dignity, rights and personal choices of the person 2.2 Incorporate approaches to address impaired social judgement and decision-making capacity where necessary and use a directive approach to setting limits and boundaries 2.3 Integrate individual active, reactive and crisis responses based on individual needs 2.4 Develop responses according to duty of care, ethical and legal requirements 2.5 Consult with colleagues and stakeholders as an integral part of the planning process 2.6 Document in formalised individualised plan
3. Monitor effectiveness of individualised plans	3.1 Monitor effectiveness of strategies in developing and maintaining positive and adaptive responses 3.2 Monitor effectiveness of strategies in reducing risk of harm to the person and others 3.3 Identify level of intrusion on the person’s dignity and self-esteem and report to the appropriate person 3.4 Review individualised plans and recommend modifications as required in consultation with appropriate staff and stakeholders
4. Complete reporting requirements	4.1 Prepare reports and other documentation according to organisation requirements 4.2 Maintain currency of documentation by making appropriate updates

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS008 Develop strategies to address unmet needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed strategies in response to at least 3 different situations of unmet needs of a person

Knowledge 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:

indicators that a person has unmet needs

factors that may contribute to unmet needs, including:

physical well being

emotional well being

environmental context

medications

conditions and dual diagnosis

principles and practices that focus on addressing individual unmet needs:

methods of data collection

functional/cognitive assessment

features and inclusions of support plans

specific response strategies:

ecological manipulations

focussed support

positive programming

reactive strategies

competency and image enhancement as a means of addressing devaluation

strengths-based support approaches

specialist services and referral options

organisation policies and procedures for reporting incidents and accidents

legal and ethical considerations relevant to individualised planning and support, and how these are applied in an organisation and individual practice, including:

duty of care

individual rights and equality

constraint

imprisonment

abuse

Assessment Conditions

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 modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS009 Facilitate responsible behaviour

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to monitor individuals, respond to behaviours of concern, deal with conflict and support responsibility for behaviour management and change.

This unit applies to workers who work directly with people in a range of community service 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Observe individuals	1.1 Use formal and informal methods to observe and monitor individuals 1.2 Recognise situations for potential conflict and identify appropriate preventative and defusing strategies that can be employed 1.3 Evaluate the person’s behaviour and interactions in a fair, objective and consistent manner 1.4 Ensure decisions on action are consistent with available evidence and organisation policies 1.5 Seek specialist advice and make necessary referrals
2. Manage conflict	2.1 Conduct interactions with individuals in a fair, just, humane, equitable and positive manner 2.2 Use communication strategies with individuals for effective interaction and problem solving 2.3 Consider cultural sensitivities and adapt style and language to accommodate different cultural values and practices 2.4 Identify potential causes of conflict and use a range of appropriate and effective defusing responses 2.5 Use negotiation techniques to divert and minimise aggressive behaviour 2.6 Use negotiation to examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes
3. Respond to behaviours of concern	3.1 Challenge behaviours of concern and clearly outline options and opportunities to change with positive encouragement 3.2 Confirm using clear, calm and objective language the implications of continuing behaviours of concern 3.3 Follow procedures to ensure personal safety of self, the individual, colleagues and others 3.4 Select strategies and responses for their potential to provide role models and examples of confident assertive behaviour 3.5 Carry out interventions based on an analysis of the situation and organisation policies and procedures
4. Complete reporting requirements	4.1 Report incidents in a manner that complies with policy, procedures and legislation 4.2 Prepare reports and other documentation according to organisation requirements 4.3 Maintain currency of documentation by making appropriate updates

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS009 Facilitate responsible behaviour

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

recognised and responded to at least 3 different situations where behaviours of concern are present

communicated effectively in at least 1 situation of conflict by:

engaging positively and supportively

using negotiation and problem solving skills

modelling assertive behaviour

Knowledge 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:

legal and ethical considerations related to addressing behaviours of concern and how these are applied in an organisation and individual practice, including:

duty of care

individual rights and equality

constraint

imprisonment

abuse

types of behaviours of concern, underlying reasons and appropriate ways to respond

cultural practices and customs of the service users’ population and their impact on behaviour in the particular environment

principles of effective communication for conflict management

principles of responding to human behaviour relating to violence, aggression and suicide

reporting procedures for incidents and accidents

specific statutory requirements related to treatment of people with special needs and requiring special support

specialist services and referral options

critical incident procedures

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:

interactions with people with a range of needs

typical workplace reporting processes

links to other services

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS010 Maintain a high standard of service

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge to deliver and maintain a high standard of service.

This unit applies to workers in a range of community services and health contexts where direct support services are provided. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and maintain an appropriate relationship with people accessing service	1.1 Establish rapport with the person and ensure the service is appropriate and in the person’s best interest 1.2 Identify and use effective communication skills to ensure a high level of effective communication and quality service provision 1.3 Access interpreter services as required to assist communication 1.4 Identify the person’s concerns and needs and respond within agreed level of responsibility, established procedures and guidelines for reporting to supervisors 1.5 Take action to resolve conflicts either directly, where a positive outcome can be immediately achieved, or by referral to appropriate personnel 1.6 Respond to and deal with complaints in line with organisation policy to enhance service to individuals 1.7 Seek advice from appropriate sources to resolve any concerns or issues regarding relationship with, and/or service to individuals
2. Act in a respectful manner at all times	2.1 Positively, actively and consistently demonstrate respect for individual differences in all work 2.2 Respect and maintain confidentiality and privacy at all times 2.3 Demonstrate courtesy in all interpersonal interactions 2.4 Provide assistance with the care of individuals with behaviours of concern in accordance with established procedures 2.5 Use appropriate techniques to manage and minimise aggression
3. Evaluate own work to maintain a high standard of service	3.1 Consistently monitor and evaluate effectiveness of interpersonal interaction to ensure best service outcomes 3.2 Seek and receive advice and assistance from supervisor, colleagues and other appropriate sources to enhance own performance 3.3 Adjust own work to incorporate advice that addresses performance issues to maintain the agreed standard of support and service

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS010 Maintain a high standard of service

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

delivered services to 3 different people using appropriate verbal and non-verbal communication styles in a non-discriminatory, supportive and inclusive manner

Knowledge 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:

characteristics of excellent standards of service

how to access interpreter services

cultural differences in Australia

legal and ethical consideration and how these are applied in an organisation and individual practice, including:

privacy, confidentiality and disclosure

human rights

work health and safety (WHS)

organisation policies and procedures for responding to:

behaviours of concern

complaints

roles and responsibilities of self and other workers within the organisation

situations when people’s issues need to be referred to an appropriate professional

Assessment Conditions

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 modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS011 Meet personal support needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to determine and respond to an individual’s physical personal support needs and to support activities of daily living.

This unit applies to workers who provide support to people according to an established individualised plan in any community services context. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine personal support requirements	1.1 Review individualised plan and confirm required equipment, processes and aids 1.2 Identify requirements outside of scope of own role and seek support from relevant people 1.3 Consider the potential impact that provision of personal support may have on the person and confirm with supervisor 1.4 Consider specific cultural needs of the person 1.5 Consider specific physical and sensory needs of the person 1.6 Identify risks associated with the provision of support and confirm with supervisor
2. Maximise participation	2.1 Discuss and confirm person’s own preferences for personal support in a positive way 2.2 Consider and confirm the person’s level of participation in meeting their personal support needs 2.3 Provide the person with information to assist them in meeting their own personal support needs
3. Provide personal support	3.1 Safely prepare for each task and adjust any equipment, aids and appliances 3.2 Take account of identified risks in the provision of personal support and technical support activities 3.3 Identify and respond to routine difficulties during support routines, and report more complex problems to supervisor 3.4 Identify changes in the person’s health or personal support requirements and report to supervisor 3.5 Work with the person and supervisor to identify required changes to processes and aids 3.6 Maintain confidentiality, privacy and dignity of the person
4. Complete reporting and documentation	4.1 Comply with the organisation’s reporting requirements, including reporting observations to supervisor 4.2 Complete and maintain documentation according to organisation policy and protocols 4.3 Store information according to organisation policy and protocols

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS011 Meet personal support needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

safely supported at least 2 individuals by performing the activities outlined in the performance criteria of this unit. This includes following support requirements of an established individualised plan and supporting each of the following activities:

bed bathing

dressing, undressing and grooming

eating and drinking using appropriate feeding techniques

oral hygiene

shaving

showering

toileting and the use of continence aids

using aids and equipment including devices used by the person

performed the following hazardous manual handling scenarios at least once:

transferring a person between bed and chair

transferring a person in and out of car

falls recovering

Knowledge 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 contexts for provision of personal support and impacts on the way services are provided

role and responsibilities of the personal support providers and workers

concepts of enablement and re-ablement

legal and ethical requirements related to the provision of personal support, and how these are applied in an organisation and individual practice:

privacy, confidentiality and disclosure

duty of care

work health and safety, including manual handling

basics of:

body hygiene

grooming

oral hygiene

human body system

personal safety and security risks associated with provision of personal support and strategies to minimise those risks

features, functions and safe use of equipment and aids used in provision of personal support and devices used by the person including the importance of adjusting equipment and aids to the needs of the individual

techniques for completing physical support routines

infection control procedures

organisational reporting technologies

Assessment Conditions

Skills must have been demonstrated in a relevant workplace that provides personal support services to people, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person. The following conditions must be met for the unit:

use of suitable facilities and resources including:

individualised plans specifying different personal support needs

equipment outlined in individualised plans

modelling of industry operating conditions including involvement of real people when simulating the provision of service and equipment use

Overall, assessment must involve some real interactions with people who require personal support.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS014 Provide brief interventions

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to assess intervention needs, and then to implement and monitor brief intervention strategies for people at various stages of the change process.

This unit applies to workers in a range of 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the person’s needs	1.1 Discuss and determine issues of concern and the person’s stage in the decision to change 1.2 Identify resources required to support the brief intervention 1.3 Identify and plan appropriate brief intervention strategies to match the person’s needs
2. Use brief intervention strategies	2.1 Raise awareness of the health issue with a person who is not contemplating change 2.2 Conduct brief motivational interview with a person who is contemplating change and match approach to stage of change 2.3 Support the person who expresses motivation to change in exploring choices, setting goals and identifying relapse prevention strategies 2.4 Take opportunities to support and encourage a person who has made a change 2.5 Identify current needs and sources of assistance, and give support as appropriate for a person who has lapsed or relapsed into prior behaviour
3. Monitor brief intervention activities	3.1 Keep notes in the person’s file in accordance with organisation policies and procedures, recording the person’s stage of decision-making on each occasion 3.2 Maintain confidentiality and security of information 3.3 Regularly review the person’s progress or outcomes, adjust approaches or make referrals according to their needs 3.4 Discuss outcomes with the person in an appropriate manner

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS014 Provide brief interventions

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken the brief intervention process for at least 2 people presenting with different issues at different stages of the change process

used each of the following at least once to support the intervention process:

active listening

non-judgmental language

supportive approach

facilitation and negotiation that assists the person’s decision-making

Knowledge 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:

brief intervention scope and process:

features of brief interventions:

one-to-one approach, private

takes short period of time

may be done by a health team member

client led process

opportunistic

role as public health strategy

reasons for using brief interventions:

to raise awareness

to share knowledge

to help the person to think about making changes to improve health

step by step process

record-keeping requirements

stages of behaviour change model:

elements of pre-contemplation

contemplation

action

maintenance

options and approaches to support behaviour change:

raising awareness

sharing information and resources

exploring concerns and strategies

helping the person express their feelings, make decisions and set goals

highlighting benefits of change

giving positive feedback and encouragement

offering time and support

referring to other sources of assistance

health and well-being considerations:

environmental health

nutrition

alcohol

other drugs

broader contexts for the person’s current behaviour:

cultural

family context

community context

barriers and challenges for positive intervention outcomes and how to address these

legal and ethical considerations for interventions, including:

privacy, confidentiality and disclosure

codes of practice

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:

the person’s information on which to design intervention

organisation policies and procedures for interventions

modelling typical workplace conditions, including interactions with people with a range of needs

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS015 Provide individualised support

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCICS302B/HLTCSD304D. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to organise, provide and monitor support services within the limits established by an individualised plan. The individualised plan refers to the support or service provision plan developed for the individual accessing the service and may have many different names in different organisations.

This unit applies to workers who provide support under direct or indirect supervision in any community services or health context.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine support needs	1.1 Interpret and clarify own role in implementing individualised plan and seek appropriate support for aspects outside scope of own knowledge, skills or job role 1.2 Confirm individualised plan details with the person and with family and carers when appropriate 1.3 Ensure the person is aware of their rights and complaints procedures 1.4 Work 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 1.5 Prepare for support activities according to the person’s individualised plan, preferences and organisation policies, protocols and procedures
2. Provide support services	2.1 Conduct exchanges with the person in a manner that develops and maintains trust 2.2 Provide support according to the individualised plan, the person’s preferences and strengths, and organisation policies, protocols and procedures 2.3 Assemble equipment as and when required according to established procedures and the individualised plan 2.4 Respect and include the family and/or carer as part of the support team 2.5 Provide support according to duty of care and dignity of risk requirements 2.6 Provide assistance to maintain a safe and healthy environment 2.7 Provide assistance to maintain a clean and comfortable environment 2.8 Respect individual differences to ensure maximum dignity and privacy when providing support 2.9 Seek assistance when it is not possible to provide appropriate support
3. Monitor support activities	3.1 Monitor own work to ensure the required standard of support is maintained 3.2 Involve the person in discussions about how support services are meeting their needs and any requirement for change 3.3 Identify aspects of the individualised plan that might need review and discuss with supervisor 3.4 Participate in discussion with the person and supervisor in a manner that supports the person’s self determination
4. Complete reporting and documentation	4.1 Maintain confidentiality and privacy of the person in all dealings within organisation policy and protocols 4.2 Comply with the organisation’s informal and formal reporting requirements, including reporting observations to supervisor 4.3 Identify and respond to situations of potential or actual risk within scope of own role and report to supervisor as required 4.4 Identify and report signs of additional or unmet needs of the person and refer in accordance with organisation and confidentiality requirements 4.5 Complete and maintain documentation according to organisation policy and protocols 4.6 Store information according to organisation policy and protocols

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS015 Provide individualised support

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCICS302B/HLTCSD304D. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used individualised plans as the basis for the support of 3 individuals

Knowledge 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:

rationale and processes underpinning individualised support planning and delivery:

basic principles of person-centred practice, strengths-based practice and active support

documentation and reporting requirements

roles and responsibilities of different people and the communication between them:

carers and family

person being supported

health professionals

individual workers

supervisors

service delivery models in the relevant sector

legal and ethical requirements and how these are applied in an organisation and individual practice, including:

privacy, confidentiality and disclosure

duty of care

dignity of risk

human rights

discrimination

mandatory reporting

work role boundaries – responsibilities and limitations

factors that affect people requiring support

practices that support skill maintenance and development

indicators of unmet needs and ways of responding

risk management considerations and ways to respond to identified risks

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 plans and equipment outlined in the plan

infection control policies and procedures

modelling of standard industry operating conditions and contingencies, including involvement of real people when using relevant equipment

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS016 Respond to client needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to respond holistically to client needs. Clients may have a range of issues outside and in addition to the area of immediate focus or expertise of the worker and their organisation.

The unit applies to workers in a range of community services contexts who provide person-centred support to clients.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish an interpersonal relationship with the client	1.1 Define boundaries and use communication skills to establish trust and respect 1.2 Assist the client to identify areas of concern and to determine options for action 1.3 Share information with client about options and services available to enable them to make informed decisions
2. Identify the range of issues impacting on the client	2.1 Identify indicators of harm, neglect, abuse or risk of harm 2.2 Seek information from a range of appropriate sources to identify possible presenting issues 2.3 Apply organisation procedures for collecting and analysing client information
3. Analyse information to determine course of action	3.1 Identify and prioritise client's current needs and available sources of assistance 3.2 Identify organisation's capacity to meet range of client needs to be addressed 3.3 Follow relevant legislation, organisation policies and procedures and duty of care obligations and legislative requirements in responding to indicators of actual or potential risk of abuse, neglect or harm 3.4 Recognise when client needs exceed limitations of service and/or role and respond and refer within organisation policies and procedures
4. Refer client to other services to provide additional support	4.1 Identify need for additional support 4.2 Work with client to motivate, support and encourage the client 4.3 Identify sources of assistance and refer as appropriate 4.4 Follow organisation policies and procedures for transitioning or exiting from service as per organisation and legislative requirements

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS016 Respond to client needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

responded holistically to the needs of at least 5 clients

Knowledge 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:

legal and ethical considerations for working with clients and how these are applied in an organisation and individual practice, including:

duty of care

dignity of risk

human rights

discrimination

mandatory reporting

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

work health and safety

organisation policies and procedures for:

responding to indicators of actual or potential risk of abuse, neglect or harm

collecting and analysing client information

transitioning or exiting a client from the service

identification of the impact of, and interrelationships between issues relating to:

physical health

mental health

child protection

domestic violence

disability

homelessness

unemployment

financial

alcohol and other drugs (AOD)

trauma

culture and religion

organisation requirements and referral options for working with people experiencing issues related to:

physical health

mental health

child protection

domestic violence

disability

homelessness

unemployment

AOD

trauma

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, the following conditions must be met for this unit:

use of suitable facilities and resources including organisation policies and procedures

modelling typical workplace conditions, including interactions with clients and co-workers from a range of diverse backgrounds

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS017 Provide loss and grief support

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to recognise and respond to the needs of people who are experiencing loss, grief and bereavement.

This unit applies to workers in a range of community services and health 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Recognise reactions to loss and grief	1.1 Recognise reactions to loss and grief 1.2 Take into account social, cultural, ethnic and spiritual differences 1.3 Identify situations where there may be risk to the health and/or safety of the person or other people and make appropriate referrals 1.4 Identify and assess an individual’s suicide risk and where necessary refer to appropriate services
2. Engage empathically	2.1 Interact with individuals with empathy, sensitivity, professionalism and courtesy 2.2 Identify and respect social, cultural, ethnic and spiritual differences 2.3 Select and use verbal and non-verbal communication approaches that acknowledge the individual’s emotional needs
3. Offer support and information	3.1 Identify individuals experiencing difficulty in coping with grief and trauma and link or refer them to options for further help as needed 3.2 Provide information about grief and bereavement support services and resources 3.3 Identify, suggest or use strategies for formal and informal grief and bereavement support 3.4 Obtain feedback from individual to confirm that options are clearly understood 3.5 Maintain confidentiality in line with organisation practices
4. Care for self	4.1 Monitor own stress level in relation to working in the area of grief and loss 4.2 Recognise and minimise risks to self associated with grief and bereavement support 4.3 Identify and respond to the need for supervision and debriefing
5. Review support provided	5.1 Reflect on outcomes during and after support is provided 5.2 Identify where further support is required 5.3 Review practices for continuous improvement

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS017 Provide loss and grief support

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

responded effectively to at least 3 diverse situations of loss, grief, bereavement or trauma

engaged with people using effective communication skills at least once that included:

empathic listening skills

verbal and non-verbal techniques

providing information clearly and sensitively

obtaining feedback to confirm understanding

Knowledge 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:

spectrum of loss situations, including:

primary loss

secondary loss

cumulative loss

integration of loss

potential impacts at the individual, family and community level, of grief, bereavement and trauma

features and expressions of grief and how these may vary, including:

complex grief

disenfranchised grief

reactions that may indicate risk of suicide and required responses

how loss, grief and bereavement can impact on social and emotional health and well being

social, cultural, ethnic and spiritual differences in responses to loss, grief and bereavement

different contexts and circumstances that may be present prior to loss and their impact on grief and bereavement

strategies and communication techniques for formal and informal grief and bereavement support

grief and bereavement care services and information resources

stress vulnerability model and its application to loss and grief support

self care strategies and support services for workers

legal and ethical considerations and how these are applied in an organisation and individual practice, including:

duty of care

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

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 organisation policies, procedures and related documentation to assist in the provision of grief and loss support

modelling typical workplace conditions and contingencies, including:

interactions with people from a diverse range of backgrounds

links to other services

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS018 Provide suicide bereavement support

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to provide support for individuals who are experiencing bereavement in relation to suicide.

This unit applies to workers in a range of 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and respond to the needs of those bereaved by suicide	1.1 Identify essential immediate and ongoing resources and processes for support of persons bereaved by suicide 1.2 Take pro-active steps to facilitate early access to services 1.3 Identify and use intervention responses to address elevated suicide risk and increase safety 1.4 Develop and document plans that address the needs of the individual, family and community
2. Engage empathically	2.1 Interact with individuals with empathy, sensitivity, professionalism and courtesy 2.2 Identify and respect social, cultural, ethnic and spiritual differences 2.3 Select and use verbal and non-verbal communication approaches that acknowledge the individual’s emotional needs
3. Care for self	3.1 Monitor own stress level in relation to working in the area of suicide bereavement 3.2 Recognise and minimise risks to self associated with grief and bereavement support 3.3 Identify and respond to the need for supervision and debriefing

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS018 Provide suicide bereavement support

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided suicide bereavement support in response to at least 3 different suicide bereavement situations

engaged with people using effective communication skills at least once:

empathic listening skills

verbal and non-verbal techniques

providing information clearly and sensitively

obtaining feedback to confirm understanding

Knowledge 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:

features of all loss and bereavement

specific aspects of suicide bereavement, including:

features of suicide loss and trauma

additional features of suicide bereavement after a mental illness

elevated risk of suicide and other harm behaviours that may be associated with suicide loss

increased risk of impacts of health and wellbeing

potential for suicidal ideation and other risk taking behaviours

different approaches to suicide bereavement, their differences and boundaries:

education

support

therapeutic approaches

suicide prevention and post intervention strategies

types of interventions and how they are used

role of language and communication

role and value of diverse mourning practices and rituals

impacts of lifespan and developmental issues on suicide bereavement

self care strategies and support services for workers

legal and ethical considerations and how these are applied in an organisation and individual practice, including:

duty of care

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

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 workplace policies, procedures and related documentation

modelling typical workplace conditions and contingencies, including interactions with people from a range of diverse backgrounds

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS019 Recognise and respond to crisis situations

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to recognise situations where people may be in imminent crisis, and then to work collaboratively to minimise any safety concerns and make plans to access required support services.

This unit applies to any community services worker involved in crisis intervention. Management of the crisis may involve face-to-face, telephone or remote contact with persons involved.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify imminent crisis situations	1.1 Recognise and respond to signs indicating that there may be safety issues for people 1.2 Consider indicators from direct and indirect communications that suggest the presence of safety issues 1.3 Ask directly about safety issues whenever there are grounds for concern, and take immediate action based on organisation’s procedures
2. Address immediate safety concerns	2.1 Listen empathetically to details of current crisis situation 2.2 Affirm and strengthen links to safety and living 2.3 Provide structure and strategies for dealing with the immediate crisis through enabling thoughts and behaviours 2.4 Balance collaboration and direction according to the person’s current capacity for decision-making and coping 2.5 Identify and agree actions to reduce immediate danger and risk to others, including mobilisation of emergency assistance as required 2.6 Confirm that actions are legal, ethical, consistent with organisation policy and meet duty of care requirements 2.7 Seek advice or assistance from supervisor as required
3. Provide referral for crisis intervention support	3.1 Empower person to make informed choices about further help 3.2 Explore possible barriers to seeking or accepting help and develop responses 3.3 Develop a plan with the individual that includes agreed first steps to access and use informal supports and professional help 3.4 Refer to appropriate professionals as required 3.5 Complete and maintain accurate documentation
4. Care for self	4.1 Recognise and minimise risks to self associated with crisis support 4.2 Identify and respond to the need for supervision and debriefing

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS019 Recognise and respond to crisis situations

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

been involved in crisis intervention activities on at least 3 occasions

Knowledge 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:

legal and ethical consideration relevant to recognising and responding to crisis situations including:

duty of care

privacy, confidentiality and disclosure

work role boundaries, responsibilities and limitations

mandatory reporting

codes of practice

organisation policies and procedures for responding to crisis situations

types of crisis situations, including:

potential suicide

threats to harm others

self harm

received threats

abuse, including child abuse

domestic and family violence

common indicators or signs of crisis in other people

personal values, beliefs and attitudes that facilitate or impede crisis care:

assumptions about who may be at risk

common notions about crisis situations

principles and practices of crisis intervention:

critical incident procedures

facilitating emergency interventions

addressing safety concerns

referral options and procedures for accessing services

principles and practices of self-care and supervision

Assessment Conditions

Skills must be demonstrated in a crisis support 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 organisation policies, procedures and resources

modelling typical workplace conditions and contingencies, including:

interactions with people from a range of diverse backgrounds

links to other services

realistic, in-depth, validated industry scenarios and simulations of crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS020 Respond effectively to behaviours of concern

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to respond effectively to behaviours of concern of people. Skills are associated with handling difficult incidents rather than managing ongoing behaviour difficulties.

The unit applies to workers in any context exposed to difficult and challenging behaviour.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify behaviour and plan response	1.1 Identify behaviours of concern in line with work role and organisation policies and procedures 1.2 Identify appropriate response to potential instances of behaviours of concern 1.3 Ensure planned responses to behaviours of concern maximise the availability of other appropriate staff and resources 1.4 Give priority to safety of self and others in responding to behaviours of concern
2. Apply response	2.1 Ensure response to instances of behaviours of concern reflect organisation policies and procedures 2.2 Seek assistance as required 2.3 Deal with behaviours of concern promptly, firmly and diplomatically in accordance with organisation policy and procedure 2.4 Use communication effectively to achieve the desired outcomes in responding to behaviours of concern 2.5 Select appropriate strategies to suit particular instances of behaviours of concern
3. Report and review incidents	3.1 Report incidents according to organisation policies and procedures 3.2 Review incidents with appropriate staff and offer suggestions appropriate to area of responsibility 3.3 Access and participate in available debriefing mechanisms and associated support and/or development activities 3.4 Seek advice and assistance from legitimate sources as and when appropriate

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS020 Respond effectively to behaviours of concern

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

effectively dealt with at least 5 different behaviours of concern

Knowledge 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 behaviours of concern:

aggression

confusion or other cognitive impairment

intoxication

intrusive behaviour

manipulation

noisiness

self-destructive behaviour

verbal offensiveness

wandering

strategies for dealing with behaviours of concern

issues needing to be referred to an appropriate professional

legal and ethical consideration relevant to recognising and responding to behaviours of concern, including:

duty of care

human rights

work health and safety

organisation reporting processes

Assessment Conditions

Skills must be 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 organisation policies and procedures in relation to reporting behaviours of concern

modelling of industry operating conditions and contingencies, including scenarios that reflect different behaviours of concern

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS021 Respond to suspected abuse

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to identify signs of possible abuse, take appropriate action according to role and responsibilities and minimise the risk of abuse to a person.

This unit applies to workers in a range of 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify suspected abuse	1.1 Identify signs of suspected abuse 1.2 Review all available relevant information 1.3 Record concerns and actions taken according to organisation requirements 1.4 Comply with legal and organisation reporting requirements
2. Support people experiencing suspected abuse	2.1 Assess the actual and potential effects of suspected abuse of the person 2.2 Explore the person’s understanding and interpretation of the situation using awareness raising methods 2.3 Empower the person to seek clarification of relevant procedures, information and advice 2.4 Determine whether a course of action is required and if the person agrees to this 2.5 Obtain consent from the person or their legal representative, for any action to be taken on their behalf 2.6 Follow strategies, where appropriate, that have been developed to manage the perpetrator 2.7 Monitor and review action in accordance with organisation policy and procedures
3. Complete reporting requirements	3.1 Complete documentation according to legal requirements and organisation policy and procedures 3.2 Maintain and store documentation appropriately
4. Contribute to systems and procedures	4.1 Promote awareness of worker responsibilities to act on suspicion and disclosure of abuse 4.2 Monitor systems and procedures for their effectiveness in supporting vulnerable people 4.3 Identify and report problems with systems and procedures 4.4 Provide input to the process of improving systems and procedures

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS021 Respond to suspected abuse

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

recognised and responded to 3 different types of suspected abuse in accordance with legal and organisation requirements

Knowledge 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:

legal and ethical consideration relevant to recognising and responding to abuse and how these are applied in an organisation and individual practice, including:

duty of care

human rights:

rights to make own decisions

implications when people are unable to exercise their rights

tension between individual rights and organisation responsibility

informed consent

mandatory reporting

privacy, confidentiality and disclosure

current issues and debates relating to abuse

types of abuse:

emotional/psychological

financial

physical

sexual

system

abuse statistics and characteristics

nature of people who may be more vulnerable to abuse

different interpretations of abuse and the importance of recognising different value systems

relationship between abuse and devaluation

roles and responsibilities of different people in suspected abuse situations

indicators and behaviours of people that might raise suspicion of possible abuse

systems and procedures used to manage suspected abuse:

process for identifying abuse

actions to take if abuse is suspected

how to conduct an investigation into possible abuse

use of abuse safeguards

methods to raise awareness

reporting systems

sources of authoritative information and guidance

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must have been met for this unit:

use of suitable facilities, equipment and resources, including:

organisation policies, protocols and procedures for responding to abuse

government policies and guidelines

modelling of industry operating conditions, including:

people with whom the candidate can interact

suspected abuse scenarios

links with other services

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS023 Support independence and wellbeing

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCICS303A and CHCICS406B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to provide individualised services in ways that support independence, as well as, physical and emotional wellbeing.

This unit applies to workers in a range of community services contexts who provide frontline support services within the context of an established individualised plan.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Recognise and support individual differences	1.1 Recognise and respect the person’s social, cultural and spiritual differences 1.2 Avoid imposing own values and attitudes on others and support the person to express their own identity and preferences 1.3 Consider the person’s individual needs, stage of life, development and strengths when engaging in support activities 1.4 Recognise, respect and accommodate the person’s expressions of identity and sexuality as appropriate in the context of their age or stage of life 1.5 Promote and facilitate opportunities for participation in activities that reflect the person’s individual physical, social, cultural and spiritual needs
2. Promote independence	2.1 Support the person to identify and acknowledge their own strengths and self-care capacity 2.2 Assist the person to identify opportunities to utilise their strengths, while communicating the importance of using available support when required 2.3 Provide information and assistance to the person in order to facilitate access to support services and resources when needed 2.4 Provide support that allows the person to self manage their own service delivery as appropriate 2.5 Encourage the person to build, strengthen and maintain independence
3. Support physical wellbeing	3.1 Promote and encourage daily living habits that contribute to healthy lifestyle 3.2 Support and assist the person to maintain a safe and healthy environment 3.3 Identify hazards and report according to organisation procedures 3.4 Identify variations in a person’s physical condition and report according to organisation procedures 3.5 Recognise indications that the person’s physical situation is affecting their wellbeing and report according to organisation procedures 3.6 Identify physical health situations beyond scope of own role and report to relevant person
4. Support social, emotional and psychological wellbeing	4.1 Promote self-esteem and confidence through use of positive and supportive communication 4.2 Contribute to the person’s sense of security through use of safe and predictable routines 4.3 Encourage and facilitate participation in social, cultural, spiritual activities, using existing and potential new networks and as per the person’s preferences 4.4 Identify aspects of supporting a person’s wellbeing outside scope of knowledge, skills and/or job role and seek appropriate support 4.5 Identify variations to a person’s wellbeing and report according to organisation procedures 4.6 Identify any cultural or financial issues impacting on the person’s wellbeing 4.7 Identify the person’s risk and protective factors in relation to mental health 4.8 Recognise and report possible indicators of abuse or neglect and report according to organisation procedures 4.9 Identify situations beyond scope of own role and report to relevant person

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS023 Support independence and wellbeing

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCICS303A and CHCICS406B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

safely supported at least 3 people to enhance independence and wellbeing

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of direct support work in at least one aged care, home and community, disability or community service organisation

Knowledge 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:

basic human needs:

physical

psychological

spiritual

cultural

sexual

concept of self-actualisation

human development across the lifespan

wellbeing, including:

physical

psychological

social

spiritual

cultural

financial

career/occupation

individual differences, how these may be interrelated and impact on support provided

basic requirements for good health for the person, including:

mental health

nutrition and hydration

exercise

hygiene

lifestyle

oral health

mental health issues and risk and protective factors

indications of neglect or abuse:

physical

sexual

psychological

financial

reporting requirements for suspected abuse situations

service delivery models and standards

relevant funding models

issues that impact health and well being

impacts of community values and attitudes, including myths and stereotypes

issues surrounding sexuality and sexual expression

indicators of emotional concerns and issues

support strategies, resources and networks

legal and ethical requirements and how these are applied in an organisation and individual practice, including:

duty of care

dignity of risk

human rights

discrimination

mandatory reporting

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

Assessment Conditions

Skills must have been demonstrated in a relevant workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. Where simulation is used it must reflect real working conditions and contingencies by modeling industry operating conditions and contingencies, as well as using suitable facilities, equipment and resources, including:

individualised plans and any relevant equipment outlined in the plan

modelling of industry operating conditions including real interactions with the person and their carers

Overall, assessment must involve some real interactions with the person and their families/carers.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS024 Support individuals with autism spectrum disorder

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to work with individuals with autism spectrum disorder (ASD), with regard for their needs and within the context of support work.

This unit applies to workers in a range of community services contexts who are responsible for their own outputs and are required to use some discretion and judgement.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	The Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan intervention and support activities for individuals with autism spectrum disorder	1.1 Recognise the diagnostic process/es used in relation to the person, including assessment tools, diagnostic categories and core areas of functional impact 1.2 Identify key issues affecting individuals with autism spectrum disorder, their carers and families, including siblings 1.3 Identify personal values and attitudes to take into account when planning and implementing support activities 1.4 Identify opportunities for ongoing professional development to maintain service delivery outcomes
2. Respond effectively to the needs of individuals with autism spectrum disorder	2.1 Provide a range of interventions and supports that are effective for the specific needs of individuals 2.2 Implement interventions and support strategies in response to the diagnostic assessment and support varied learning styles 2.3 Implement interventions and support strategies that are measurable and evidence based 2.4 Conduct support activities in a manner that promotes and achieves person-centred outcomes
3. Operate within a legal and ethical framework and in accordance with the professional standards of the sector	3.1 Conduct support activities in the context of the underpinning values, philosophies and standards of the sector 3.2 Identify organisation policies relevant to job roles and responsibilities 3.3 Conduct work in a manner according to relevant statutory and legislative requirements 3.4 Conduct work in accordance with the professional standards of the sector 3.5 Undertake ongoing professional development and awareness of professional boundaries

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS024 Support individuals with autism spectrum disorder

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided a range of interventions and supports to meet the needs of at least 3 individuals with autism spectrum disorder

Knowledge 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 include knowledge of:

historical context of autism spectrum disorder

current data and facts on autism spectrum disorder, including:

causes

evidence based treatments, therapies and interventions

secondary diagnosis

prevalence, gender ratios and demographic data

tools and their use, including:

Diagnostic and statistical manual of mental disorders, fifth edition (DSM-V)

International statistical classification of diseases and related health problems 10th revision (ICD-10)

Childhoood autism rating scale (CARS)

Autism Diagnostic Observation Schedule (ADOS)

Autism diagnostic interview – revised (ADI-R)

key issues associated with, and the impact of, autism spectrum disorder for the person (including functioning), carers, and families including siblings

facts and myths associated with autism spectrum disorder

misconceptions and generalisations about autism spectrum disorder in the community

legal and ethical requirements for working with individuals with autism disorder and how these are applied in an organisation and individual practice, including:

duty of care

dignity of risk

human rights

discrimination

mandatory reporting

practice standards

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

prompting, principles of prompting and fading prompting

strategies to create independence

motivators to learning, de-motivators and blocks

maintenance techniques and generalisation

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 plans and any relevant equipment outlined in the plan

modelling of industry operating conditions and contingencies, including scenarios that reflect a range of interventions and supports

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS025 Support relationships with carers and families

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCICS410A/CHCICS304B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to work positively with the carers and families of people using the service based on an understanding of their support needs.

This unit applies to workers across a range of 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Include carers and family members as part of the support team	1.1 Assess and acknowledge the role and importance of carers and family members for the person 1.2 Work in a manner that recognises and supports carer’s relationship with, and knowledge about, the person with support needs 1.3 Identify the knowledge and skills of the carer that complement the role of the worker 1.4 Involve carers and families in the design and delivery of the person’s support services
2. Assess and respond to changes in the care relationship	2.1 Assess potential risks of change to the care relationship including any potential physical and psychological harm to carers and the person 2.2 Support the person, carer and family to identify and use strategies that maximise positive aspects of change and transition 2.3 Support carers, families and friends to maximise ongoing support and involvement in the life of the person
3. Monitor and promote carer rights, health and well being	3.1 Respect the confidentiality and privacy of the carer, as well as the person with support needs 3.2 Identify and respond to the need for services required by the carer to support the care relationship with the person 3.3 Identify and respond to issues that may impact on the physical and emotional health and well being of the carer 3.4 Provide carers and families with information about carer support services

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS025 Support relationships with carers and families

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCICS410A/CHCICS304B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assessed and responded to the needs of at least 3 different people and their carers or family members

used strengths-based solutions to respond to both routine and unpredictable problems related to care relationships

Knowledge 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:

context for caring in Australia:

carer demographics

carer support organisations and resources

attitudes, stereotypes, false beliefs and myths associated with caring

different pathways into service settings for the person and the implications for carers, families and friends

rights, roles and responsibilities of different people in the care relationship

the person

family members

friends

support worker

impact of the caring role on family, carers and friends

different family patterns and structures and their impact on the person

life cycle transitions:

types of transitions

positive and negative impacts

current service delivery philosophy and models:

basic principles of person-centred practice, strengths-based practice and active support

strategies to work positively with families, carers and friends

organisation policies and procedures in relation to carers and families

legal and ethical requirements for working with carers and families and how these are applied in an organisation and individual practice, including:

discrimination

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must have been met for this unit:

use of suitable facilities, equipment and resources, including organisation policy, protocols and procedures relevant to carers and families

modelling of industry operating conditions and contingencies, including people, carers or family members with whom the candidate can interact

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS026 Transport individuals

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to provide safe, timely and efficient transportation of people from one location to another at a particular site, or to other sites.

This unit applies to workers in a range of settings where transporting people is a requirement of the work.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for transport	1.1 Confirm transport with relevant personnel 1.2 Check with the person to be transported, the level of support required 1.3 Explain procedure to the person or relevant personnel and answer any questions 1.4 Prepare for the safe and timely transportation of the person 1.5 Select transportation equipment and check to ensure that it is clean, complete and correctly functioning for transportation according to transportation requirements 1.6 Check any other equipment to ensure that it is attached correctly and safely to transportation equipment
2. Transport the person and equipment	2.1 Transport the person to designated location in accordance with transportation requirements and organisation policy 2.2 Manoeuvre and transport equipment to ensure the person’s comfort and safety and minimise risk to self
3. Deliver the person	3.1 Deliver the person to designated location and inform relevant personnel of the person’s arrival 3.2 Inform relevant personnel of the person’s needs 3.3 Return equipment used to deliver the person 3.4 Accurately complete reporting requirements

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS026 Transport individuals

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

transported 3 people with different transportation requirements to correct destination according to safe working practices

Knowledge 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:

organisation policies and procedures, including:

infection control

for securing a person, including a wheelchair

legal and ethical considerations for transporting individuals and how these are applied in an organisation and individual practice, including:

duty of care

human rights

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

work health and safety, including manual handling

issues that need to be referred to an appropriate health professional

correct transportation of equipment, including:

wheelchair

stretcher

trolley

bed

intra-venous (IV) stands

oxygen

Assessment Conditions

Skills must be 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 vehicle or equipment used for transporting people

equipment to be transferred with the person modelling typical workplace conditions and contingencies, including:

physical and/or behavioural contingency scenarios involving duty of care

personal belongings of person being transported

involvement of real people and equipment when transporting

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015 /AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS027 Visit client residence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTRAH302C/CHCCH522B. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to make visits to clients to assess needs and/or deliver services in their place of residence.

This unit applies to workers who are required to deliver services to people in their home or in any temporary or permanent community residence. Work may be directed under regular (direct, indirect or remote) supervision.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for visit	1.1 Check that the person is expecting and prepared for a visit at the agreed time 1.2 Clarify purpose of visit and history of the person in relation to unexpected issues and needs 1.3 Prepare equipment, resources and/or documents required for the purpose of the visit and contingencies 1.4 Allow time in schedule for contingencies 1.5 Assess factors related to security of the place of residence and check that entry to the place is ensured 1.6 Ensure co-worker(s) are aware of intended time and place of visit and mobile contact details
2. Undertake visit	2.1 Obtain entry to the place of residence, check for hazards to own and others’ health and safety and implement controls to manage risk 2.2 Take standard precautions to control infection and, where required, take additional precautions 2.3 Demonstrate respect and sensitivity toward the person and the place of residence 2.4 Follow appropriate risk management practices when delivering services in an unfamiliar and potentially unsafe environment
3. Establish relationship in the place of residence	3.1 Communicate with the person to provide information, clarify purpose of visit and confirm the person’s consent 3.2 Provide opportunity for the person to identify and express any issues or concerns in relation to the visit and/or associated matters 3.3 Engage appropriately with others in the place of residence in accordance with organisation policies 3.4 Deal with ethical dilemmas and behaviours of concerns in accordance with relevant policies and procedures 3.5 Deal with difficult or challenging situations appropriately and in accordance with relevant policies and procedures 3.6 Identify any health issues or areas of concern that might place the person or others at risk
4. Follow up visit	4.1 Document all aspects of the visit in line with organisation policies and procedures 4.2 Refer any health issues and areas of concern promptly to a supervisor 4.3 Comply with statutory and organisation reporting requirements 4.4 Ensure any arrangements for follow up visits are recorded and implemented

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS027 Visit client residence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTRAH302C/CHCCH522B. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

prepared and undertaken visits to 5 different people in their place of residence

accurately documented all aspects of the visit and referred appropriately

Knowledge 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:

issues relevant to visiting a client residence

different types of residence

organisation policies and procedures relating to:

infection control

reporting issues observed during visits

working in unfamiliar and unpredictable environments

working alone

working in home environments

duress

basic home fire safety and applicable state and/or territory smoke alarm legislation

legal and ethical requirements and how these are applied in an organisation and individual practice, including:

duty of care

dignity of risk

human rights

discrimination

mandatory reporting

practice standards

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

work health and safety (WHS)

work as part of a multi-disciplinary team

Assessment Conditions

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 modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS028 Provide client-centred support to people in crisis

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes CHCTC302B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Minimum work hours added.

Application

This unit describes the skills and knowledge required to build relationships with help-seekers, use crisis support micro skills and address the personal issues that affect working with people in crisis. The support is immediate and short term, and not ongoing.

This unit applies to individuals in crisis support roles who work according to established procedures and models. They work under supervision.

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

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Apply the organisation’s crisis support model and procedures	1.1 Identify and use each stage of the crisis support model during client interactions 1.2 Implement organisation measures for worker care and supervision 1.3 Document information according to organisation procedures
2. Facilitate relationship building with the help-seeker	2.1 Display a client-centred approach to crisis support 2.2 Show empathy to build a strong connection with the help-seeker and create an environment within which the help-seeker feels able to discuss their concerns and pain 2.3 Display unconditional positive regard to enable the help-seeker to communicate freely without fear of judgement
3. Apply skills which assist the crisis support process	3.1 Consistently use active listening skills and brief encouragers to establish rapport with help-seekers, and identify their issues 3.2 Show respectful, empathic understanding to clarify the nature and depth of help-seeker feelings 3.3 Develop an empowering crisis support relationship that assists help-seekers clarify options, seek support and decide on next steps to address problems and/or meet current needs 3.4 Explore and offer options for further help and support 3.5 Sensitively manage a timely end to the communication, facilitating transitions to ongoing self care and support or referrals
4. Address personal factors in the crisis support process	4.1 Identify, affirm and strengthen personal attributes and attitudes likely to facilitate the crisis support process 4.2 Identify and contain personal issues or attitudes likely to impact negatively on the contact 4.3 Identify and discuss personal reactions to strong help-seeker emotions or impactful stories 4.4 Identify and implement constructive strategies for dealing with strong emotions and impactful stories 4.5 Develop a range of self care strategies for responding to impactful presentations or stories

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS028 Provide client-centred support to people in crisis

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes CHCTC302B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Minimum work hours added.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of 50 hours of work in a service providing support to people in crisis

managed contacts from at least 50 help-seekers with varied presenting issues, using

the structure of the organisation’s crisis support model

crisis support micro skills

managed the personal factors that affect working with people in crisis.

Knowledge 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:

legal and ethical considerations (national, state/territory) for short term crisis support work, and how these are applied in organisations:

codes of conduct:

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations

work health and safety, including management of own reactions and stress

vision, policies and procedures of the organisation

crisis and crisis theory in the context of the individual job role

scope of the crisis support role in different organisations

self-care strategies, including debriefing and their importance

stages of a crisis support model

principle of unconditional positive regard and being non-judgemental

how values, attitudes and beliefs impact on crisis support processes

crisis support micro-skills, and how they are used, including:

brief encouragers which assist the help-seeker relate their story and concerns

reflection of feelings and meaning

hearing the help-seeker’s concerns

paraphrasing (reflection of content)

using open and closed questions to expand or clarify understanding

understanding the help-seeker’s context

recognising when higher levels of care may be required

use of silence

balancing the frequency of questions

summarising and closure

indicators of strong emotions and how to respond, including:

grief

anger

confusion

sadness

frustration

suicidal despair

empowering processes and how they are used in crisis support including:

active listening

identifying and affirming help-seeker strengths and opportunities

reframing, summary and closure

helping contain overwhelming feelings to facilitate coping

using questions and concreteness to focus the help-seeker on identifying immediate needs and concerns

setting realistic achievable goals for the contact

brainstorming consequences

exploring options

facilitating informed help-seeker choices

identify achievable tasks to be addressed after the contact

constructive feedback about crisis support practice

strategies to deal with help-seeker issues and emotions

managing tone, pitch and pace of voice

setting boundaries between crisis supporter and help-seeker

awareness of personal vulnerabilities which may be triggered during a contact

containment skills

supervision

debriefing.

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. 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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS029 Work with involuntary and mandated clients

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCFAM518B

Application

This unit describes the skills and knowledge required to confirm mandated requirements and work with the client in complex situations to support and monitor compliance, including the management of unacceptable behaviour.

This unit applies to individuals in many community services contexts who work with clients who have been directed to participate or seek interventions because of legislation or as an outcome of a court order or other mandated process.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Confirm scope of work	1.1 Review information to confirm service and individual worker expectations and responsibilities in relation to mandated requirements 1.2 Clarify information for the client about the required compliance in service interventions and supports 1.3 Obtain feedback on the client’s level of understanding of mandated requirements 1.4 Advise clients of processes and timelines when interpretation and advice may be required from others in complex matters 1.5 Identify and respond to complexities that inhibit the client’s ability to comply with mandated requirements 1.6 Clearly explain organisation policies, procedures and any limitations to the client
2. Implement strategies to assist the client with compliance	2.1 Tailor communication strategies to meet the client’s needs and context 2.2 Consult with the client regularly to ensure that interactions and plans support and maximise opportunities for compliance 2.3 Identify and organise assistance required from other supports or services
3. Monitor compliance with legislative requirements and/or court orders	3.1 Monitor client compliance according to organisation policy and procedures 3.2 Examine cause and effect, and use negotiation strategies to encourage appropriate responsibility and accountability for non-compliant behaviour 3.3 Document and manage non-compliance issues and any related incidents according to organisation requirements 3.4 Discuss with supervisors concerns or repeat issues of client non-compliance according to organisation procedures
4. Manage unacceptable behaviour related to mandated compliance	4.1 Challenge unacceptable behaviour and clearly outline options and opportunities for change using positive encouragement 4.2 Confirm clearly, calmly and objectively with the client the implications of continuing unacceptable behaviour 4.3 Take actions that support the safety of all parties according to organisation procedures 4.4 Use intervention strategies according to an analysis of the situation and organisation policies and procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS029 Work with involuntary and mandated clients

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCFAM518B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

confirmed, implemented and monitored compliance requirements for at least 3 different involuntary and mandated clients

used the following strategies for problem solving issues of non-compliance:

active listening

clear and direct verbal communication

persuading effectively

empathising

being appropriately assertive

negotiating responsively.

Knowledge 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:

legal and ethical considerations for working with involuntary and mandated clients, how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

privacy, confidentiality and disclosure

records management, internal and external, including legal agencies

rights and responsibilities of workers, employers clients and other agencies

specific legislation that may result in court orders for clients to receive services and consequences on non-compliance for client, worker and agency

work role boundaries – responsibilities and limitations, and when to refer

work health and safety, including safety management and planning strategies for management of aggressive resistant behaviour

strategies for engaging involuntary and mandated clients that support compliant behaviour

processes for the management of non-compliance

types of issues that may arise when working with mandated and involuntary clients and how to respond

types of issues and complexities that impact client ability to comply, and how to respond, including:

alcohol and other drugs issues

child care problems

communication issues

conflicting orders

disability

financial problems

language or other cultural factors

mental health issues

transportation issues

violence and/or abusive behaviour

impact of cultural factors on behaviour in a mandated participation context

indicators of potential conflict and crisis situations and how to de-escalate these situations

interpersonal techniques and principles for safely and constructively challenging client non-compliance, including:

effective communication techniques

negotiation

conflict resolution

reporting procedures and practices, internal and external, for working with involuntary and mandated clients

support and referral services and specialist as well as relevant legal entities.

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 information about client mandated requirements

modelling of industry operating conditions, including:

scenarios that that involve interactions with other people

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS030 Determine and respond to carer needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCRCP402A/CHCRCP403A. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCRCP402A/CHCRCP403A

Application

This unit describes the skills and knowledge required to establish the needs of carers and work collaboratively with them to develop and monitor carer support plans using a strengths-based, person-centred approach.

This unit applies to individuals working in carer support roles according to established organisation procedures. They may or may not be working with the care recipient.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work with the carer to establish their needs	1.1 Establish a rapport with the carer through an open, empathic and confident manner 1.2 Outline the assessment process and explain how information will be used 1.3 Use active listening to gather information that enables assessment of needs and allocation of priorities 1.4 Use communication that shows understanding and respect for individual differences and needs and right to self-determination 1.5 Focus discussion on the care relationship rather than the individual 1.6 Complete the assessment process according to organisation procedures and tools 1.7 Recognise and respond to situations of risk and complexity according to organisation guidelines 1.8 Document information within identified timeframe according to organisation guidelines
2. Work with the carer to develop a support plan	2.1 Determine the carer’s eligibility to access available services 2.2 Identify barriers to the provision of services 2.3 Assist the carer to identify possible services and supports to address identified needs 2.4 Support the carer’s strengths and abilities as well as address their needs in the planning process 2.5 Recognise and respond to carers who are reluctant to access respite or other support services 2.6 Support the carer to make informed decisions to prioritise their identified needs and select services from a range of available options 2.7 Seek advice from supervisor, as required, to determine service issues associated with assessment information 2.8 Document agreed support plan according to organisation guidelines
3. Work with the carer to implement the support plan	3.1 Address need for support and services in order of priority 3.2 Identify and collaborate with other professionals and organisations to implement support plan 3.3 Make referrals to other service providers, according to organisation and funding guidelines 3.4 Identify and use self-care strategies for responding to impactful situations
4. Review the effectiveness of the support plan	4.1 Make a reassessment of the carer’s needs in response to changes in the carer or care recipient’s situation 4.2 Working with the carer, re-prioritise the carer’s needs based on the reassessment 4.3 Review the carer support plan and document changes according to organisation procedures 4.4 Reflect on learning from individual situations and use to inform future practice

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS030 Determine and respond to carer needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCRCP402A/CHCRCP403A. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCRCP402A/CHCRCP403A

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assessed and responded to the needs of at least 3 different carers using a collaborative person-centred and strengths-based approach to:

assess carer needs

develop support plans

implement support plans

monitor and review support plans

used the following communication skills when working with carers:

active listening

paraphrasing

questioning – use of brief encouragers, balancing frequency of questions

reflection

summarising and closure.

Knowledge 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:

legal and ethical considerations (national and state/territory) for working with carers, and how these are applied in organisations and individual practice:

duty of care

human rights

mandatory reporting

policy frameworks affecting carers

privacy, confidentiality and disclosure

records management and reporting

work role boundaries – responsibilities and limitations of self and others

work health and safety, including issues associated with provision of respite care

principles and practices of current service delivery philosophy and models:

person-centred practice

strengths-based practice and active support

types of challenges and issues faced by carers of people with different needs, including carers of:

people with mental illness

people with disability

older people, including those with dementia and associated challenging behaviours

people with chronic health conditions

factors that contribute to risk:

conflict in relationships with family or service providers

high intensity care

high levels of carer stress

loss of formal or informal supports

multiple competing role demands

worsening health or behaviour of the care recipient

worsening physical or mental health of the carer

specific issues for carers with special needs including those from Aboriginal and Torres Strait Islander and culturally and linguistically diverse backgrounds

types of assessment tools and processes used in working with carers and their features

factors that affect the prioritisation of services and supports, including:

adequacy of available respite to the carer

how much time the carer needs to spend caring

increasing needs of the care recipient

level of the carer emotional stress or strain

number of care recipients being cared for

informal and formal support available or currently provided

other events affecting the carer’s capacity to care

reason the carer has made contact

special difficulties, including behaviours of concern

whether early intervention or education and training may significantly reduce the risk of serious deterioration or future crisis

whether the carer has physical or mental exhaustion or illness

whether the carer’s health is deteriorating

cognitive or emotional barriers and dynamics in seeking help as a carer

typical barriers to provision of services, including:

cultural and linguistic diversity (CALD) issues

environmental factors

functional limitations

personal barriers

geographical situations

systemic factors

difference between service-directed care and person-centred or self-managed care

availability and eligibility requirements forcurrent government funded programs

support services/networks available to carers and care recipients, including:

advocacy

case management

counselling

guided referral for other service

information on available services

respite services (direct and indirect)

procedures for facilitating referrals and emergency interventions

procedures for, and limitations to, negotiating services from other service providers for carers

factors that impact on the caring role and how they may contribute to reluctant behaviours, including:

background and setting of the care giving

family dynamics

personality traits

stressors on the care relationship, including:

carer and care recipient behaviour

health status

functional status

amount of care provided,

availability of services

financial status

social isolation

multiple roles with competing priorities

emotional impact of caring – loss, grief and guilt

communication techniques, including:

active listening

paraphrasing

questioning – use of brief encouragers, balancing frequency of questions

reflection

summarising and closure

self-care strategies, including:

reflection

supervision

using back-up or support.

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 organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that that involve interactions with other people

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE001 Support participative planning processes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to provide opportunities for community groups and individuals to participate and design cooperative arrangements for addressing common concerns.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Contribute to planning processes	1.1 Identify key community stakeholders 1.2 Identify and document community strengths and key priorities to be addressed 1.3 Participate in planning to ensure key priorities are addressed 1.4 Participate in evaluating processes to ensure they are forward looking and proactive
2. Promote and engage community participation in planning	2.1 Use appropriate interpersonal and networking skills to enlist support from key people and groups within the community 2.2 Proactively develop and provide opportunities for community input to planning provision of services
3. Support existing community activities	3.1 Review existing community activities and resources, based on changing community priorities 3.2 Provide support and assistance to existing community activities to obtain additional resources required for effective operation 3.3 Provide support to community groups to monitor and evaluate processes, progress and outcomes of activities 3.4 Provide appropriate support to community groups to become self managing in the implementation of plans

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE001 Support participative planning processes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

contributed to the development of at least 1 community activity plan in collaboration with key people and groups, including supported participation of key stakeholders in planning activities on at least 3 occasions

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

social, community and youth issues

contemporary economics and politics and their impact on community development

community development as a social change strategy, including:

traditional community development approaches:

needs-based

gap-based

principles and practices of contemporary community development approaches and techniques for mobilisation in relation to:

asset-based (ABCD)

rights-based

funding sources and their policies and strategies for encouraging community input and participation

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE002 Develop and implement community programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to develop community programs to ensure maximum participation.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and have the responsibility of supervision of others.

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.

Elements and Performance Criteria

Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop program parameters	1.1 Analyse issues of wide community concern to develop an agency position and to ascertain the priority for new program 1.2 Undertake appropriate work to ascertain support, capacity for a coordinated effort and factors which will effect provision of services 1.3 Undertake research to identify key people, priorities to be addressed, possible strategies and options for action 1.4 Identify measures and evidence of program plan success and possible risks 1.5 Develop appropriate plans via participation of relevant communities and stakeholders
2. Design programs with the community	2.1 Develop a program plan which reflects identified parameters and incorporates an evaluation of a range of program options within organisation policy 2.2 Engage stakeholder participation to determine preferred program options particularly in areas of high priority or with targeted communities 2.3 Seek help from participating agencies for implementation arrangements 2.4 Develop and implement promotion and marketing strategies 2.5 Develop and maintain systems and resources for administrative support of community programs 2.6 Identify and seek resources
3. Implement programs	3.1 Conduct and evaluate pilots and make adjustments to ensure the program achieves its objectives 3.2 Implement and monitor in accordance to the plan
4. Evaluate programs	4.1 Evaluate program design and outcomes according to criteria and specifications identified in the program plan 4.2 Use results of evaluation for revision and ongoing development 4.3 Involve interested and/or relevant people in program evaluation

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE002 Develop and implement community programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed, implemented and evaluated at least 1 community program

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

social, community and youth issues

contemporary economics and politics and their impact on community development

traditional community development approaches:

needs-based

gap-based

principles and practices of contemporary community development approaches and techniques for mobilisation in relation to:

asset-based (ABCD)

rights-based

social movements

sociology fundamentals, including:

commonly accepted social theories

social inequality

sociology of class

sociology of gender, including impacts of culture on gender dynamics

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE003 Work within a community development framework

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to work within a community development framework.

A community development framework, may include a range of methods designed to strengthen and develop communities by enhancing individual and group capacity to confidently engage with community structures and to address problems and issues.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

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.

Elements and Performance Criteria

Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Operate within a community development framework	1.1 Work towards the vision and mission of the community development work plan 1.2 Work with communities to achieve their priorities through enhancing skills, accessing appropriate support and working with others in the community who share concerns and issues 1.3 Identify and document the interrelationships between the priorities and rights of the individual, the family, the community and society
2. Distinguish between private and public issues arising in community development work	2.1 Employ appropriate interpersonal skills to hear individual stories and distinguish between private and public issues 2.2 Identify the individual’s willingness to engage in a public process to bring about change and facilitate the move from private concern to public action 2.3 Provide appropriate referrals to support people to deal with personal issues 2.4 Ensure all work reflects and meets duty of care responsibilities
3. Work with groups to achieve community development outcomes	3.1 Research and analyse community priorities 3.2 Identify and document shared community priorities within the public group processes 3.3 Plan appropriate strategies in collaboration with the group to ensure community priorities are addressed 3.4 Document community structures and resources available to groups to maximise outcomes for groups 3.5 Provide advice and information to groups and individuals as required to ensure they are fully informed about relevant issues and opportunities 3.6 Advocate and lobby for community based outcomes 3.7 Manage group dynamics, facilitate discussions and engagements processes 3.8 Review and modify own work practice within a community development framework

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE003 Work within a community development framework

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

engaged with at least 1 community group in order to develop 1 action plan relevant to community priorities

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

relevance of the community development work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability

traditional community development approaches:

needs-based

gap-based

principles and practices of contemporary community development approaches and techniques for mobilisation in relation to:

asset-based (ABCD)

rights-based

impact of current and changing social, political and economic contexts

strategies for addressing individual differences

principles and practices of community development work, including:

structural disadvantage and inequality

social justice and human rights

empowerment

recognition of personal and public political process

commitment to peoples’ participation

sustainability

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE004 Implement participation and engagement strategies

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to work with individuals or groups in specific communities and support their engagement in making decisions that affects their lives.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Define the priorities of specific communities or groups	1.1 Identify and document the details of individual and group priorities of the specific community through appropriate research and stakeholder participation 1.2 Identify, by appropriate research and stakeholder participation, preferred means of communicating with individuals and groups from specific communities
2. Undertake relevant work in the context of specific communities or groups	2.1 Use the values, priorities and structures within specific communities to define the ways of working 2.2 Evaluate relevant community structures and utilise to maximise outcomes for individuals and groups 2.3 Ensure work within communities is consistent with defined job role and agreed protocols 2.4 Utilise interpersonal skills which are consistent with community practices and standards
3. Evaluate work undertaken within specific communities	3.1 Undertake appropriate evaluation of work through participation of relevant community stakeholders 3.2 Monitor work within communities to ensure reflection of relevant values and structures 3.3 Undertake evaluation in a manner that ensures responsiveness to community prioritises

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE004 Implement participation and engagement strategies

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

researched individual and group issues of at least 1 specific community

engaged effectively with a range of individuals from at least 1 specific community group, validated by community acceptance over at least 3 different occasions

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

social, political, cultural and historical issues that affect or are relevant to specific communities and groups

models of society

critique of socialisation theory

specific information relating to client community group, including:

group composition

specific community and group structures

practices and values

cultural preferences

social issues relevant to the specific group

health issues relevant to the specific group

relevant networks, people and stakeholders

specific communication protocols and practices

strength, talents and abilities of the community

impact of community values and structures on individuals

culture and diversity

family and power

deviance

identity theories

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE005 Develop and support relevant community resources

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work with the community to develop relevant and effective resources to engender community support for initiatives aimed at specific groups.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

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.

Elements and Performance Criteria

Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess community resource requirements	1.1 Document resource requirements through participation of networks and stakeholder needs 1.2 Research existing available community resources and assess their capacity to meet priorities of the group 1.3 Develop strategies to address gaps in available resources 1.4 Develop strategies for the provision of resources to assist in meeting organisation objectives within funding considerations
2. Develop an information base	2.1 Establish and maintain professional networks with key people and organisations 2.2 Create opportunities to develop supportive connections between key people, including arranging and conducting meetings 2.3 Identify and plan for obstacles to effective contact between people and develop appropriate strategies to overcome these 2.4 Maintain records and make available as required to facilitate community interaction
3. Develop community resources	3.1 Develop resources with participation of key people 3.2 Follow processes and procedures to facilitate endorsement and implementation 3.3 Undertake appropriate work to ensure that maintenance of community resources is carried out according to agreed procedures and budget allocations
4. Facilitate community access to resources	4.1 Publicise availability of resources to target group, key people and organisations to encourage participation in activities 4.2 Make resources available to all users as required in accordance with organisation procedures 4.3 Review resources regularly to ensure usefulness and currency

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE005 Develop and support relevant community resources

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

identified resource priorities for at least 1 specific community group and matched a range of appropriate resources to meet those priorities

used appropriate technology to design and develop resources for at least 1 specific community group

established networks of key people and organisations and participated in at least 1 meeting

documented and stored information in line with organisation policies and procedures

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

social, political, cultural and historical issues that affect or are relevant to specific communities and groups

relevant legal and organisation policies and procedures regarding resources, including copyright and confidentiality

a range of media, resources and techniques used to develop community resources

specific client community groups, including:

group composition

specific community and group structures

practices and values

cultural preferences

social issues relevant to the specific group

health issues relevant to the specific group

relevant networks, people and stakeholders

specific communication protocols and practice

Assessment Conditions

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 modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE006 Work to empower Aboriginal and/or Torres Strait Islander communities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work with Aboriginal and/or Torres Strait Islander community clinics or in mainstream services that will empower that community.

This unit of competency supports the recognition, protection and continued advancement of the inherent rights, cultures and traditions of Aboriginal and/or Torres Strait Islander peoples.

It recognises that the improvement of the health and well-being status of Aboriginal and/or Torres Strait Islander people must include attention to physical, spiritual, cultural, emotional and social well-being, community capacity, self-determination and governance.

Its application must be culturally sensitive and supportive of traditional healing and health, knowledge and practices.

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.

Elements and Performance Criteria

Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Apply community development frameworks and models to Aboriginal and/or Torres Strait Islander context	1.1 Identify the role of relevant Aboriginal and/or Torres Strait Islander services and organisations 1.2 Engage Aboriginal and/or Torres Strait Islander people and communities in decision making that relates to the delivery of services that they have determined a priority 1.3 Support Aboriginal and/or Torres Strait Islander people in achieving access and equity to services 1.4 Establish and maintain networks with relevant agencies and associated community services to support and empower Aboriginal and/or Torres Strait Islander individuals and communities
2. Work in a culturally safe manner	2.1 Consider and respect local community values, cultural beliefs and gender roles when working with Aboriginal and/or Torres Strait Islander people 2.2 Apply cultural safety protocols in implementing government policies, undertaking research and data collection and working with Aboriginal and/or Torres Strait Islander people 2.3 Identify cultural factors that may produce stress and have a potential to impact own work practices and report to organisation as appropriate to support service delivery and personal well being 2.4 Work safely within own responsibility and competence and in line with community protocols, organisation policies and regulatory requirements 2.5 Identify the strengths that exist within the Aboriginal and/or Torres Strait Islander people and communities and work to build on these
3. Work with Aboriginal and/or Torres Strait Islander people to apply strategies and policies which deal with identified issues and prioritises	3.1 Identify aspects of organisation service strategies, policies, bodies and resources relevant to work in Aboriginal and/or Torres Strait Islander communities 3.2 Apply strategies and policies to address identified priorities of Aboriginal and/or Torres Strait Islander people and communities 3.3 Document barriers to access and equity in relation to Aboriginal and/or Torres Strait Islander and mainstream services 3.4 Take available opportunities to advocate on behalf of Aboriginal and/or Torres Strait Islander people and/or communities 3.5 Maintain confidentiality of client information 3.6 Support Aboriginal and/or Torres Strait Islander People and/or communities to advocate and lobby on issues of importance to them
4. Evaluate own culturally safe work practises	4.1 Involve Aboriginal and/or Torres Strait Islander people in the evaluation 4.2 Evaluate service delivery against desired outcome 4.3 Revise Strategies based on evaluation with appropriate engagement of Aboriginal and/or Torres Strait Islander people.

Foundation Skills

The Foundation Skills described those required skills (language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE006 Work to empower Aboriginal and/or Torres Strait Islander communities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has at least once:

worked collaboratively with a range of Aboriginal and/or Torres Strait Islander individuals, families and communities to support and empower the community to identify their own priorities and developed strategies to address them

reviewed own work practices to ensure current strategies, programs and models build on strengths to address Aboriginal and/or Torres Strait Islander priorities and support community participation and control in a culturally safe manner

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

Aboriginal and/or Torres Strait Islander programs and services, including:

national, state/territory and regional Aboriginal and/or Torres Strait Islander strategies, policies, joint planning bodies relevant to a range of community services

national Aboriginal and/or Torres Strait Islander peak organisation and their state/territory affiliates

resources available nationally, locally and at the state/territory level

work practice, current strategies, programs and models that address Aboriginal and/or Torres Strait Islander issues and support community control

Aboriginal and/or Torres Strait Islander community perceptions of major issues affecting them and underlying causes, including perceptions of non-Aboriginal and/or Torres Strait Islander people relating to major Aboriginal and/or Torres Strait Islander issues and underlying causes

key health and social statistics (national, state/territory and/or regional) for Aboriginal and/or Torres Strait Islander people compared to those of non-Aboriginal and/or Torres Strait Islander population, including:

life expectancy

infant mortality rates

alcohol and other drug (AOD) statistics

housing ratio rates

rate and severity of unintentional injuries

national and local Aboriginal and/or Torres Strait Islander history

social, cultural, political and environmental determinants and strategies to address Aboriginal and/or Torres Strait Islander health status

barriers to improving well-being and health status

lifestyle and behavioural determinants of Aboriginal and/or Torres Strait Islander welfare and strategies to address them

relevant aspects of the community services and health care system, including access to benefits

community development as a social change strategy, including:

traditional community development approaches:

needs-based

gap-based

principles and practices of contemporary community development approaches and techniques for mobilisation in relation to:

asset-based (ABCD)

rights-based

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander community services worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE007 Develop and provide community projects

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work with the community to develop and provide community projects on relevant issues.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop a community project	1.1 Develop project plan through participation of key people and organisations that identifies priorities and desired outcomes to address issues of concern of target groups 1.2 Identify and secure appropriate human, financial and physical resources 1.3 Develop strategies and educational resources and materials appropriate to the context, issue and audience 1.4 Prepare promotional materials in line with organisation policy and disseminate to target audience and others as appropriate
2. Deliver the community project	2.1 Implement strategies and distribute educational resources and materials to ensure maximum effectiveness for delivery of the project 2.2 Implement strategies to encourage full participation in the project and the expression of views and feelings about its process or content 2.3 Make project adjustments as required to meet the needs of specific groups 2.4 Seek feedback on the community project or activity from participants
3. Review the community project	3.1 Assess the community project against the planned goals and objectives in accordance with organisation policies and procedures 3.2 Discuss outcomes of project evaluations with key people and organisations to determine future directions 3.3 Document community project outcomes, and where necessary act on them in accordance with organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE007 Develop and provide community projects

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed, delivered and evaluated at least 1 project plan, including identifying and matching resources with activities to address community needs and priorities

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

social, community and youth issues

principles of designing and developing a community program, including:

community priorities assessment and analysis

asset mapping

goals and objectives for project

resource availability

strategies and actions needed to achieve goals

accountability requirements

resources and support within the community

decision-making structures and processes at organisation, community, regional and system level

organisation policies and procedures for dealing with the media

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE008 Support community action

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to support the community to represent their own priorities and aspirations through social and public action.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and have the responsibility of supervision of others.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Respond to community priorities	1.1 Plan and implement appropriate opportunities for people in the community to promote their priorities and aspirations 1.2 Research and document a range of models of participation and research methods 1.3 Identify, develop and agree with key people strategies for meeting community priorities
2. Support identified community priorities	2.1 Assess relevance and appropriateness of a range of mechanisms and actions to address community priorities 2.2 Calculate and assess resources required for availability and appropriateness 2.3 Ensure resourcing to meet community priorities is provided 2.4 Support a community advocacy and lobbying approach
3. Evaluate effectiveness of community action	3.1 Evaluate the effectiveness of activities using accepted strategies and mechanisms 3.2 Review progress of strategies with key people and negotiate and implement required changes 3.3 Document outcomes of evaluations and report to key people

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE008 Support community action

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

Supported at least 1 community to identify their rights and represent their own priorities and aspirations through social and public action, including motivating individuals and/or the groups to work cooperatively

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

social, community and youth issues

social structures and systems in the community

current social policy and its implementation programs

components of strategic planning

decision-making systems and leadership

community development principles relevant to social action, public processes and assets based approaches

community engagement principles

‘community’ as ideological tool

social movements

social action

service promotion

general and cultural issues relevant to specific client community group

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE012 Work within organisation and government structures to enable community development outcomes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work within community and government structures to enable community development processes.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and have the responsibility of supervision of others.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work within the structures and process of the organisation	1.1 Identify and work within the management and governance structure, philosophy and purpose of own organisation 1.2 Work within lines of decision-making and accountability in contributing to planning processes in relation to organisation’s community development activities 1.3 Ensure decisions and processes are documented and accessible to all involved
2. Assess extent to which organisation supports community development work	2.1 Plan for aspects of the management structure, philosophy and purpose, governance structures, policies and procedures which are supportive of community development work 2.2 Plan for aspects of the management structure, philosophy and purpose, governance structures, policies and procedures which may create barriers to community development work
3. Utilise all levels of government for community development activities and projects	3.1 Research all levels of government that provide community funding 3.2 Identify current and possible future funding sources for community resources and programs 3.3 Plan for government policy barriers and, with community members, identify strategies to support change 3.4 Develop strategic alliances between organisation, community members and relevant government agencies to support community development activities 3.5 Proactively seek opportunities to influence government decision and policy making in line with community issues and priorities 3.6 Ensure community development activities and projects adhere to relevant commonwealth, state/territory and local government legal requirements 3.7 Regularly update information about current legal requirements and if appropriate, develop proposals to modify organisation policy and procedures in relation to community development activities
4. Maintain the profile of community development work within the organisation	4.1 Use formal and informal networks to communicate the organisation’s community development activities and achievements 4.2 Use a range of communication media and activities to convey information about community development activities and achievements of the organisation to encourage support and interest 4.3 Seek and utilise opportunities to promote the organisation and its community development work and activities 4.4 Display confidentiality and sensitivity in details, content and extent of public comment on organisation’s activities
5. Maintain management support for community development activities and projects	5.1 Identify and advise management of political, social, cultural and economic trends that may impact on community development activities and projects 5.2 Ensure community development activities and project work is within the policies and procedures of the organisation 5.3 Promptly address problems in implementing defined procedures to ensure resolution 5.4 Identify and seek to resolve conflict between organisation policies and community or public issues 5.5 Ensure information about community development activities and projects is provided within the management structures to facilitate effective and informed deliberations and decision-making

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE012 Work within organisation and government structures to enable community development outcomes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

identified aspects of at least 1 organisation’s structure and philosophy which support community development work and the potential implicit barriers to that work

prepared at least 1 report on community development activities and projects in a comprehensive and accurate manner and presented to relevant stakeholders and management

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

structures and systems that support or present barriers to community development

principles of participatory democracy

range of management and governance structures operating with the community services industry

social, economic, political, cultural and economic development

all possible funding sources

critical theories for analysing human service organisations

critique of managerial approaches including:

management systems and principles

performance standards

service quality development

consumer focus

enterprise agreements

performance monitoring and review

change management principles

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE013 Establish and develop community organisations or social enterprises

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work with the community to develop existing, or establish new, organisations, programs or services.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and have the responsibility of supervision of others.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish the need, purpose and philosophy for the organisation or social enterprise	1.1 Identify and assess the need, purpose and philosophy for establishment of a new organisation, or the development of an existing organisation, through participation of stakeholders for the organisation 1.2 Carry out negotiations in a way which generates support for the prioritises and rights of the target group and which takes account of the relevant viewpoints and perspectives 1.3 Base all establishment work on defined community development methods and market place need 1.4 Clarify and negotiate goals and objectives with key stakeholders, consistent with the purpose and philosophy of the organisation or social enterprise
2. Review and/or develop organisation structures	2.1 Identify and assess the proposed purpose, scope, impact and process for change, for incorporation in planning 2.2 Prepare appropriate reporting on all aspects of the proposed plan and submit for approval to the decision-makers 2.3 Undertake appropriate participation methods to ensure all stakeholders play a major role throughout restructure or development processes 2.4 Consult relevant organisations and stakeholders about proposed structural changes and, where appropriate, arrange for participation throughout the process 2.5 Assess the strengths and weaknesses of a range of potential forms and models of organisations and social enterprises 2.6 Develop an appropriate structure which is consistent with the purpose, philosophy and roles of the organisation or social enterprise and which meet industrial, legal and policy requirements 2.7 Establish appropriate mechanisms to monitor the development 2.8 Provide ongoing advice to decision-makers as required on all aspects of the proposed changes and implementation strategy 2.9 Implement restructure in line with the approved strategy
3. Meet legal requirements to establish new or develop existing organisation	3.1 Identify and adhere to legal requirements to establish the organisation or social enterprise 3.2 Ensure records required to meet legal requirements are prepared, authorised and handled appropriately
4. Market and promote the organisation and organisational changes	4.1 Promote the benefits of the new organisation or organisation changes to stakeholders, target groups and those within the organisation to ensure maximum effectiveness 4.2 Implement appropriate evaluation and monitoring processes to ensure maximum effectiveness of the changes
5. Evaluate organisation or social enterprise results	5.1 Asses the community organisation or social enterprise results against plan 5.2 Discuss results with key stakeholders to determine future directions 5.3 Document any key changes in future planning of the community organisation or social enterprise

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE013 Establish and develop community organisations or social enterprises

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed a business plan for at least 1 community organisation or social enterprise based on identified community priorities, abilities and market place need

Knowledge 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 the task and manage contingencies in the context of the work role. These include knowledge of:

relevant national and state legislation

community organisation models:

Government funded

Fee for service

Social enterprise

sources of funding, including:

federal, state/territory and local government funding sources

philanthropic agencies

private business and sponsorship

requests, donations and other private grants

fees for services

contemporary economics and politics and their impact on community development

organisation design and management principles

community services and health networks and stakeholders

principles of project management, including:

consultation, participation and research methodologies

project planning process

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCEL001 Develop sustainable celebrancy practice

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCCEL401C

Application

This unit describes the skills and knowledge required to determine what makes a sustainable celebrancy practice and then to set goals and develop an approach to own practice.

This unit applies to celebrants.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine requirements for sustainable celebrancy practice	1.1 Identify, access and interpret information on celebrancy practice 1.2 Identify key issues that affect the development and sustainability of professional celebrancy practice 1.3 Evaluate impacts of emerging or changing technology on celebrancy practice 1.4 Collate current information that supports professional practice
2. Set own celebrancy practice goals	2.1 Reflect on professional goals and aspirations and the opportunities and constraints of individual personal circumstances 2.2 Identify and assess professional opportunities in celebrancy 2.3 Assess and match personal skills and attributes against those perceived as necessary for particular professional opportunities 2.4 Determine viability of celebrancy opportunities according to perceived risks, resources available, financial returns and other outcomes sought
3. Develop approach to own practice	3.1 Make decisions about practice direction, based on reflection and research 3.2 Develop and document strategies, systems and resources that address own practice goals 3.3 Engage in a process of ongoing questioning and review to inform practice development

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCEL001 Develop sustainable celebrancy practice

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCCEL401C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used critical thinking skills to:

review and reflect on information from a range of sources about celebrancy practice

evaluate and articulate requirements for sustainable celebrancy practice

developed and documented a plan for own celebrancy practice, including:

own goals

strategies, resources and systems

professional development strategy

personal care plan.

Knowledge 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:

historical development of celebrancy in Australia in last 50 years, including knowledge of the evolving role of the civil celebrant and celebrancy in Australian culture in the twenty-first century

role of celebrants and different perspectives

demographic and other information that supports assessment of potential range and volume of ceremonies

key issues that affect the development and sustainability of professional celebrancy practice:

economic – opportunities and viability

environmental

individual – personal health, professional development, family

social responsibility

professional celebrancy networks and industry bodies

advantages and disadvantages of competition, collaboration, networking and, teamwork for professional celebrants at an organisation level and at a personal level

professional context for a given area of the practice in terms of opportunities and constraints

professional opportunities in the area of celebrancy practice, across other related areas and across the business and community generally

different models of professional celebrancy practice and their employment opportunities

nature of goals and aspirations and the viability of achieving these professional goals in the context of the celebrant’s knowledge, skills, personality and attributes, resources, geographical location and other factors

tools, techniques and strategies used by celebrants and small business practitioners to build sustainable practice

issues for consideration in the development of a personal care strategy

key sources of assistance for professional celebrants, including:

Attorney-General’s Department (marriage celebrancy only)

celebration and funeral providers

community elders

educators and training providers

family members

mentors

other service providers

professional bodies

the impact on changing technologies on celebrancy practice, clients and ceremonies, including:

historical and potential future impacts

attitudes that help and hinder IT and computer skilled

web and IT communication mechanisms

hardware and software requirements and associated devices needed for celebrancy practice

strategies to maintain currency and resources available

legal and ethical considerations (national and state/territory) and how they impact celebrancy practice

children in the workplace

codes of conduct/practice

conflicts of interest

consumer law

continuing professional education

copyright and intellectual property Copyright Agency Limited (CAL) (difference between licence and insurance)

discrimination

duty of care

human rights

insurance requirements

mandatory reporting

privacy, confidentiality and disclosure

professional body membership – ethics and standards

records management

specific legislation that applies to marriage (existence and key objectives only), including offences under the Marriage Act 1961 for unauthorised civil celebrants conducting of marriage ceremonies)

work role boundaries – responsibilities and limitations, including:

celebrants not counsellors

agreed scope of role in ceremony

work health and safety

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 sources of information about celebrancy practice.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCEL002 Establish client celebrancy needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCCEL406A

Application

This unit describes the skills and knowledge required to establish the client-celebrant relationship, work with the client to identify their needs, and then match celebrancy services to those needs. It does not address the specific additional legal requirements for marriage celebrancy, which are found in separate units.

This unit applies to celebrants.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish client celebrant relationship	1.1 Access and use facilities and resources required for client interviews 1.2 Use interpersonal skills that establish rapport and promote positive participation of clients 1.3 Respect and support client interests, rights and decision-making 1.4 Explain the role of both celebrant and client in the development and delivery of the ceremony
2. Clarify client needs	2.1 Gather and record information about client needs and preferences using interviewing skills 2.2 Share information about the significance of ceremony and the role and purpose of different ceremony components 2.3 Assist clients to identify ways to express and strengthen their values, ideals and relationships through ceremony by providing information, advice, resources and support 2.4 Recognise, respect and respond to individual differences and preferences 2.5 Review potential venues or settings in consultation with clients, advising of issues relating to preferred setting 2.6 Identify when client needs fall outside the scope of individual practice or the celebrancy role, and refer client to other services 2.7 Use negotiation and conflict resolution skills to identify and resolve differences with the clients and to deal with difficult situations.
3. Match services to client needs	3.1 Identify services from the range of services offered that may match client needs 3.2 Provide clear, comprehensive and accurate details and options about services 3.3 Use a client-centred approach to work with the client and assist them to review different options, services and features 3.4 Negotiate and agree the scope and nature of celebrancy services to be provided 3.5 Discuss and agree in writing ongoing contact arrangements with client and others involved in the celebrancy service provided
4. Complete administrative tasks	4.1 Create a mutually agreeable documented service contract with the client detailing fees and other relevant terms and conditions in writing 4.2 Complete client documentation and invoicing in accordance with practice administration procedures 4.3 Maintain client confidentiality and privacy according to legal and ethical requirements for record keeping 4.4 Manage and securely maintain client documentation relating to the ceremony and communications with the client according to legal and ethical requirements
5. Obtain feedback from clients in relation to their celebrancy services	5.1 Seek client feedback and use feedback to continuously improve service 5.2 Maintain relationship where appropriate with client and or guests for offering future professional celebrancy services

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCEL002 Establish client celebrancy needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCCEL406A

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

conducted 9 prospective client interviews for ceremonies of love, life or loss, that must include interviews

by phone

face to face

using electronic means

conducted interviews with clients from at least 2 different cultural or language backgrounds

negotiated, confirmed and documented a celebrancy service agreement with at least 6 clients (agreement to include at least 1 of each of ceremonies of love, life and loss).

Knowledge 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:

legal and ethical considerations (national, state/territory, local) for celebrancy, and how these apply to establishing client needs, including conflict of interest, and how, when and with whom this may occur

insurance requirements and impacts on scope of services offered, including:

public liability

professional indemnity

privacy, confidentiality and disclosure

records management

trade practices

work role boundaries – responsibilities and limitations, including role of celebrant in Australian communities

work health and safety

type of resources and facilities required for client interviews and how to access

factors that affect client preferences:

abilities and disabilities

age

cultural background

education

gender

socio-economic factors

spirituality or religion

values

importance and purpose of ceremony for clients and others in relation to the main types of transitions in life and rites of passage

history of religious and secular ceremony

different types of ceremonies and celebrations for individuals, groups, families and communities and their role

the main types of transitions, both traditional and contemporary

private and public occasions

stages of human development and psychology of change

how change and death are a part of the cycle of life whether the death is of a person, relationship, death of a function or way of life, including:

the defence mechanisms and their role in human behaviour, particularly when change is required or forced

personal, religious, social and cultural attitudes to death and dying

psychology and spirituality of ceremony and the effects of ceremony on the human psyche intellectually, psychologically, emotionally, socially and culturally

the role of acceptance, inspiration, hope, respect, tolerance, and other positive life affirming values in ceremony

how ceremonies signpost elements of culture and how ceremonies and rituals express different cultural beliefs and norms

place of cultural rights, multicultural contributions and the arts in culture and ceremony

distinctions between religious, secular and civil ceremony philosophy, purpose and content (such as: church versus state issues), and how that impacts the celebrant’s role

how ‘civil’ means inclusivity, and some of the barriers to inclusiveness

types of ceremonies and celebrations across different cultures and how they may be tailored to meet different client preferences, including:

love (betrothal or engagement, celebration of marriage, civil union, commitment, renewal of vows, wedding anniversaries)

life (christening, baby blessings, namings, coming of adolescent, coming of age, graduation, major birthdays, retirement, house warmings, coming of wisdom age, liferals, boat blessings)

loss (funerals, memorials, civil community memorials, companion animals funerals, divorce, living wakes, community ceremonies re natural disasters)

when and why celebrants may refer clients to support services in the following areas:

translating and interpreting

parenting

relationships

ageing

loss and grief

communication strategies and techniques:

cross-cultural communication protocols

non-verbal communication cues

addressing communication barriers

conflict resolution

negotiation

communication and personality styles – differences in ways people receive and give out information, person-centred and rights-based approaches

financial considerations, including:

invoicing requirements, and the information that must be included

use of receipts

refundable items.

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:

information and communications technology to support client communication

template contracts or agreements

modelling of industry operating conditions, including:

interactions with other people

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCEL003 Research, design and organise ceremonies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to research, design and write ceremonies and address associated operational requirements.

This unit applies to celebrants, and to different types of ceremonies, both public and private.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research ceremonial components	1.1 Evaluate main components of the ceremony in relation to its purpose for the transition or rite of passage being celebrated or honoured 1.2 Identify credible sources of traditional and contemporary information about ceremony and ceremonial components relevant to client preferences 1.3 Assess information and select ceremonial components, elements or symbols best suited to client preferences, ceremony purpose and target audience 1.4 Generate ceremony ideas based on research undertaken and own existing resources and ideas database 1.5 Collate and organise ceremonial information in a manner that supports current and future ceremonial planning
2. Design ceremonies	2.1 Integrate client values, culture and ideas by involving the client in ceremony design 2.2 Match the ceremonial components, elements or symbols to the ceremony purpose and target group 2.3 Identify and integrate practical planning and operational implications into ceremony design 2.4 Confirm roles of ceremony participants or of other service providers as part of the design process 2.5 Identify and address legal requirements in ceremony design 2.6 Document the ceremony design and seek client confirmation
3. Write ceremony content	3.1 Elicit key information and ideas from content researched and agreed with the client 3.2 Apply ceremony design principles to create format, structure and sequence for the ceremony content based on client preferences 3.3 Use language suited to client preferences and profile, and the nature of the ceremony audience 3.4 Use creative and other writing techniques to enhance ceremony content 3.5 Integrate storytelling and biography into ceremony content according to client preferences 3.6 Refine and finalise content in consultation with client
4. Address operational arrangements	4.1 Create an operational plan for the ceremony that includes clear actions, timelines and responsibilities for the celebrant 4.2 Identify and organise resources and other ceremony requirements for the agreed ceremony 4.3 Organise and confirm rehearsal details with clients and others according to ceremony needs 4.4 Develop and confirm with client ceremony contingency plans suited to the agreed ceremony 4.5 Document operational requirements and provide information to clients and others as required
5. Extend and expand own knowledge base	5.1 Maintain and enhance own knowledge of ceremony through ongoing research 5.2 Identify and respond to professional development opportunities 5.3 Develop and adjust work practices as part of ongoing practice development

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCEL003 Research, design and organise ceremonies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

researched and documented the structure, purpose, ceremonial components and elements for a minimum of 5 different types of ceremonies for major life events (from birth to death)

researched and identified at least 30 different ceremonial elements or examples of music, poetry and prose to meet identified client needs and preferences

created and written in full 3 ceremonies (1 each of love, life and loss) in response to identified client needs and preferences, taking into consideration various aspects of ceremony structure.

Knowledge 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:

legal and ethical considerations (national, state/territory, local) for ceremony creation, and how these apply in individual practice:

copyright and intellectual property (differences between Copyright Agency Limited (CAL) and Copyright Insurance)

discrimination, including sexism, discrimination on the basis of sexual orientation, ageism, racism, disability, cultural, economic factors

insurance requirements and impact on ceremony design

privacy, confidentiality and disclosure

work role boundaries – responsibilities, scope and limitations of the celebrant in the ceremony

work health and safety

different types of ceremonies for main types of transitions and celebrations for individuals, couples, groups and communities

aspects of ritual and ceremony including:

structure of ceremony

purpose of ceremony for clients and others

public role, legal importance and benefits of different kinds of ceremony to society

ceremonies as rites of passage

how ceremonies signpost a culture and the expression of ceremony and ritual across different cultures

different ceremonial elements and their impact for different individuals and groups

history of religious and secular ceremonies, including knowledge of the evolving role of the celebrant in Australian culture in 21st Century

function and importance of storytelling in times of change, and in particular human life stages from birth to death

client-centred practice as the focus for ceremony design, what this means in practice and the needs of different target groups in celebrancy practice

basic knowledge of family structures and dynamics as applicable to celebrancy work

broad knowledge of stages of human development and psychology of change and its application to ceremony design

sources of information for ceremony design, including those for the following ceremonies of love, life and loss:

poetry

prose

music

ceremonial symbols

creative considerations for enhancing ceremony, including:

use of symbols and metaphors, their importance for integration of complex ideas and meanings and relationship with ceremonial elements

how to analyse the qualities needed for a particular aspect of the ceremony, research and create meaningful symbols to match the ceremonial need

storytelling

developing a life story from ‘whole’ person perspective

relationships between ceremonial elements and the human senses

ceremony as art

use of props

the difference between signs and symbols, and the factors in creating and assessing ceremonial elements and symbols

historical use of symbols, including examples of the use and meaning of symbols related to elements (earth, fire, air, water), colour, flowers, and the traditional and modern significance of colours, flowers, precious stones and other special materials

the ethics and practicalities of using plants, animals, children and adults as symbols in ceremonies

first principles for designing any ceremony

key components of ceremony, and how these can be integrated into ceremony design and those particularly important for ceremonies related to loss and grief, including:

acknowledging and honouring the loss

appreciating and honouring the contributions of the person, relationship or function to one’s life, family or community

acknowledging the need for inspiration and support

encouraging family and community support for those who are grieving

how to structure a ceremony and key components of ceremony and its theatrical elements, and how these can be integrated into ceremony design, including:

the warm-up (and group bonding), entrance, welcome, introduction (including statement of purpose) legalities if relevant

story telling, reflection, heightening the ‘gap/transition’; acknowledging and honouring both loss and gain, especially appreciating and honouring the contributions of the person, relationship or function to one’s life family, or community

preparation for the next stage – life coaching, inspiration, and support

the speaking one’s truth, the promises, commitments (vows) explicit or implicit

group affirmation and support encouraging family and community support, especially for those who are grieving.

the capturing of memories, preparation for the next stage

announcements (i.e. after-ceremony requirements, refreshments), conclusion

the exit

communication, interviewing and negotiation strategies

communication and personality styles – differences in ways people receive and give out communication, factors that affect communication, learning and experiencing the world

principles and techniques of writing as one form of communication, including:

clear and meaningful

concise

consistent style

correct grammar

clear and logical order

differences and strategies required when writing ceremonies and other material for presentation and performance by vocal means, including words per page estimates, time for material reading

writing for the needs of specific audiences, and how this varies depending on communication media in a celebrancy context

spelling and grammar checking processes for ceremony drafts

writing styles and their application to different ceremonies:

conversational

formal

dramatic

humourous

plain English

trends to include ‘stories’ that allow the personalisation of ceremony content to meet expectations

strategies for improving writing skills

operational considerations and constraints for ceremony design:

scope of role of celebrant in overall ceremony

role of participants

location

duration

season and climate

other event components

other services providers

rehearsal requirements

resources and equipment

planning techniques and formats

techniques and opportunities for extending own knowledge of ceremony

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:

documented client needs and preferences on which ceremony design is based

ceremony information sources

modelling of industry operating conditions, including:

interactions with other people

scenarios that involve problem solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCEL004 Prepare for, present and evaluate ceremonies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to prepare for, present and evaluate ceremonies. It requires the ability to use well-developed public speaking and presentation skills to deliver the ceremony. It does not address the specific additional legal requirements for the delivery of marriage ceremonies, which are found in separate units of competency.

This unit applies to celebrants, and to different types of ceremonies, both public and private.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for ceremonies	1.1 Organise running sheet and document specific stage directions, tasks and resources for different ceremony stages 1.2 Rehearse and review own ceremony presentation in advance of the ceremony based on review of prepared ceremony 1.3 Organise and conduct rehearsals with others according to plans and agreements with clients 1.4 Identify and organise strategies to prepare other participants when there is no rehearsal 1.5 Identify and respond to any problems in consultation with the client 1.6 Obtain, prepare and confirm ceremony resources and requirements, according to agreed ceremony plans 1.7 Complete ceremony preparations according to the agreed scope of the celebrant’s role
2. Present ceremonies	2.1 Liaise with other service providers at the ceremony to support smooth running of ceremony 2.2 Organise the gathering to minimise distractions, within the constraints of the venue, occasion and client needs 2.3 Facilitate and lead the orderly progression of the ceremony according to the ceremony design and provide clear directions as required 2.4 Prepare self for ceremony presentation and use techniques for overcoming performance anxiety 2.5 Apply presentation, ceremonial delivery and performance techniques suited to the occasion, venue and audience and as agreed with the client 2.6 Enhance the ceremony through use of resources and aids 2.7 Adapt presentation to suit the size and nature of the venue and to match audience characteristics 2.8 Interact effectively with participants and the audience to engage them in the ceremony as agreed with client 2.9 Respond flexibly to unexpected events in ways that maintain the flow and integrity of the ceremony
3. Evaluate ceremonies	3.1 Seek client feedback, and take advice on presentation and performance to continuously improve service 3.2 Establish and action strategies to observe and listen critically to own ceremonial delivery 3.3 Continuously evaluate ceremonial delivery for technical strengths and weaknesses 3.4 Access and use celebrant support services and professional development opportunities in response to evaluation 3.5 Use collaboration as a tool to develop, maintain and improve own skills and resources 3.6 Document evaluation outcomes and use to enhance future practice

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCEL004 Prepare for, present and evaluate ceremonies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

prepared and documented pre-ceremony planning forms and checklists for at least 3 ceremonies

presented at least 3 rehearsals and at least 6 ceremonies, to include at least 3 of the following

engagement

a baby naming or blessing

birthday

anniversary (wedding or other)

graduation celebration or party

mother’s day or father’s day celebration

presented ceremonies for audiences of varying size, including at least one for an audience of over 20 people

presented ceremonies requiring the use of public address (PA) equipment on at least 2 occasions

used the following public speaking, presentation and performance techniques in ways that are appropriate to the occasion, the participants and the audience:

pacing to ensure audience understanding

non-verbal communication:

eye contact

gesture

use of voice:

clarity

projection

tone

pitch

volume

presented ceremony content that includes:

3 different styles of poetry

3 different styles of music lyrics

explanation of 3 different symbols to the audience

completed a process of evaluation for 6 ceremonies and identified and documented things that went well and potential areas of improvement in planning, preparation and delivery.

Knowledge 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:

legal and ethical considerations (national, state/territory, local) for the conduct of ceremonies, and how these apply in individual practice:

codes of practice requirements

duty of care

privacy, confidentiality and disclosure

records management

work health and safety (WHS), in relation to

basic hazard identification and risk management procedures

hierarchy of control and its application in risk management

processes for raising WHS issues, reporting hazards, incidents and injuries and WHS issue resolution

potential emergency situations, alarms and signals and appropriate response

ceremony preparation considerations:

rehearsals, what and who they need to involve

preparation for different types of resources and props

pre-ceremony liaison with clients

components of ceremony delivery, including:

the warm-up or group bonding

welcome, introduction

statement of purpose

story telling or reflection

symbols or rituals

focusing on the transition

the promises (given and assumed)

inspiration and preparation for the next stage

group affirmation and support

conclusion, after-ceremony refreshments

stage management aspects of ceremony delivery:

personal presentation and dress

position and elements (such as seating and props) of the ceremony space and its relation to all present

the positioning of celebrant

features, use, limitations and hazards of equipment to enhance ceremony delivery (for celebrant and other participants):

sound equipment

elevated stage

lectern

lighting

altar

public, speaking, presentation and performance techniques, and how and when these are used to engage, convey meaning, create atmosphere and enhance ceremonies:

preparing for performance – mentally, physically and socially

how to communicate central ideas of a message

non-verbal communication, including:

eye contact

gesture

avoiding distracting mannerisms or facial expressions

use of voice, including:

clarity

projection

tone

pitch

volume

self-care techniques, including:

posture

fitness

factors that affect audience engagement, including first impression and ways to engage and sustain audiences of different types

techniques and routines used by celebrants to maintain and enhance presentation and performance skills, including:

vocal routines

fitness strategies

techniques for managing pre-ceremony performance anxiety and other anxiety reducing activities

ceremony evaluation techniques

strategies to improve ceremonial presentations

celebrant support services and professional development opportunities.

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:

documented pre-designed ceremonies

PA equipment

modelling of industry operating conditions, including:

ceremony participants

audience members (at least 1 audience of more than 20 people)

scenarios involving problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCEL005 Establish and maintain marriage celebrancy practice

Modification History

Release	Comments
Release 1	This version was released inCHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCCEL402A

Application

This unit describes the skills and knowledge required to determine the specific legal and ethical requirements for marriage celebrancy practice, create and maintain systems and resources, and maintain and improve skills and knowledge in marriage celebrancy.

This unit applies to individuals seeking to be registered as a Commonwealth-registered marriage celebrant by the Attorney-General’s Department.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine legal and ethical requirements for marriage celebrancy practice	1.1 Identify and access sources of authoritative information on the legal and ethical requirements for the establishment and maintenance of a marriage celebrancy practice 1.2 Review and collate current information that supports professional practice as a marriage celebrant 1.3 Identify systems and resources required to meet legal requirements from evaluation of information
2. Create and maintain marriage celebrancy systems and resources	2.1 Organise resources required to support marriage celebrancy work 2.2 Create and document systems and procedures that support adherence to legal requirements and the Code of Practice for marriage celebrants 2.3 Ensure administrative systems and supplies are in place to support completion, storage and registration of relevant documentation in accordance with legal requirements 2.4 Seek guidance from authoritative sources on establishment of systems and resources
3. Maintain and improve own skills and resources	3.1 Maintain currency of marriage celebrancy knowledge using authoritative information sources 3.2 Pro-actively identify and use professional development opportunities 3.3 Use feedback and reflection as the basis for practice improvement 3.4 Collaborate with colleagues as part of ongoing professional development 3.5 Integrate current and emerging ideas and technologies into own practice and resources

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCEL005 Establish and maintain marriage celebrancy practice

Modification History

Release	Comments
Release 1	This version was released inCHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCCEL402A

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used critical thinking skills to identify, review and collate information from authoritative sources about requirements for marriage celebrancy practice

developed and documented an outline of the systems and procedures, and the associated costs, required to support a marriage celebrancy practice in the context of legal requirements.

Knowledge 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:

the marriage regulations and current resources developed by the Attorney-General’s Department to support celebrants

the roles and responsibilities of the government and government agencies, at both Commonwealth and state/territory levels, under marriage regulations

the major sections of marriage regulations, including:

the legal definition of marriage in Australia

who may marry under Australian law

the requirements for a marriage to be valid

the grounds upon which a marriage could be declared void

the various offences under marriage regulations, and the related penalties

the Code of Practice, contained in marriage regulations, including understanding the legal requirements of the Code of Practice, such as the obligation to respect privacy and confidentiality

current resources developed by the Attorney-General’s Department to support celebrants, including how these resources can be used to assist a celebrant in their best practice

the links between marriage regulations (including the Code of Practice) and current resources

the purpose of marriage, and its evolution historically as it applies to marriage in Australia

Commonwealth anti-discrimination laws, as well as those in each state and territory

Statutory Declarations Act 1959, including knowledge of responsibilities in accepting a Commonwealth statutory declaration

Migration Act 1958, including:

broad understanding of immigration laws relating to marriages contrived to gain permanent residency

knowledge of how to respond to a request from a couple to verify their intent to marry to the Department of Immigration and Border Protection

potential conflict of interest issues, where a celebrant is also a registered migration agent

Copyright Act 1968, including:

understanding of who (the celebrant or the couple) is responsible for obtaining any copyright licences or permissions

understanding of the difference between copyright licence and copyright insurance

awareness of the Copyright Agency Limited (CAL) and Celebrant Group Copyright Licence available via most celebrant associations

Australian Consumer Law, including:

understanding obligations to consumers relevant to operating as a marriage celebrant

identifying and accessing resources to assist marriage celebrants to understand and comply with obligations to consumers

Australian defamation laws

local government requirements that impact on ceremonies – requirements relating to the use of parks and gardens as wedding venues

the requirements of the Marriage Celebrants Program:

categories of marriage celebrant, the differences between each category and the legal responsibilities, rights and duties of each category

Register of Marriage Celebrants

requirements for registration as a Commonwealth marriage celebrant

application form and process of consideration of applications and registration:

fit and proper person criteria

qualification and skill requirements

conflict of interest provisions

administrative procedures and application registration fees that apply to making an application for registration as a Commonwealth marriage celebrant, and the availability and process to obtain exemption from the fee

obligations of marriage celebrants, including:

notification obligations, such as change in contact details, and documents of notification, including the marriage celebrant register portal

the annual celebrant registration charge, the availability of, and process to, obtain exemption from the charge, and the consequences of non-payment

requirements for ongoing professional development for marriage celebrants, and the availability of, and process to, obtain exemption from this requirements

performance reviews and the matters the Registrar of Marriage Celebrants must take into account in conducting a performance review

circumstances in which disciplinary measures can be taken against a marriage celebrant

disciplinary measures that may be taken against a marriage celebrant

review process for disciplinary decisions of the Registrar of Marriage Celebrants

complaints against marriage celebrants and the operation of the complaints process

records that the Registrar must keep in relation to each marriage celebrant

the methods available for a marriage celebrant to identify and maintain up-to-date information, resources and support services to support professional celebrancy practice.

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 legislative information and Code of Practice.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCEL006 Interview clients and plan marriage ceremonies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCEL403A/CHCCEL404A. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to assess client eligibility to marry, provide required information to couples, and plan marriage ceremonies consistent with legal requirements of marriage regulations.

This unit applies to individuals seeking to be registered as a Commonwealth marriage celebrant by the Australian Government Attorney-General’s Department.

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

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess eligibility of clients to marry under Australian law	1.1 Obtain information from the couple that informs assessment of eligibility of a couple to marry 1.2 Obtain documentation to be sighted by the celebrant according to profile and age of the couple 1.3 Identify situations beyond scope of own current knowledge and use authoritative sources of celebrancy advice and guidance 1.4 Identify situations where services of translator or interpreter may be required, advise couple, and take action accordingly 1.5 Confirm for the couple whether the couple may marry under Australian law
2. Provide information on legal documentation requirements	2.1 Explain documentation requirements and processes to marrying couples, including systems and processes to ensure privacy of marrying couples' records 2.2 Discuss with the couple options for presentation of documentation other than legal documentation and agree on format and style of presentation
3. Provide information about relationship services	3.1 Explain the purpose of the marriage celebrant's obligation to provide information about family relationship services under section 39G of the Marriage Act 1961 3.2 Provide marrying couples with information about availability of relationship education services in accordance with the Code of Practice 3.3 Maintain current information about family relationship services and local support services
4. Assist couple to plan marriage ceremony within legal requirements	4.1 Explain legal requirements of marriage ceremony to clients and/or potential marrying couples and respond to situations posing potential legal challenges using authoritative sources 4.2 Provide marriage ceremony advice to couple about legal requirements of marriage regulations, the Code of Practice and other relevant legislation 4.3 Offer the couple presentable and well maintained marriage ceremony resources 4.4 Offer practical assistance with ceremony planning in accordance with agreed scope of services and Code of Practice 4.5 Provide advice and assistance on marriage ceremony planning that is suited to the purpose and significance of the marriage ceremony, values, ideals and social and cultural contexts 4.6 Identify with the couple whether rehearsal is needed and support rehearsal planning and conduct 4.7 Ensure that civil ceremony vows are written in accordance with legislative requirements in section 45(2) and that legislative requirements of section 46 of the Marriage Act will be met 4.8 Ensure that religious marriage ceremony has the approval of the relevant authority and that the words from section 46 of the Marriage Act will be included where Commonwealth-registered marriage celebrant is conducting the marriage ceremony
5. Complete pre-marriage documentation	5.1 Obtain and/or prepare marriage stationery as agreed with couple and in accordance with the legal requirements 5.2 Sight documentation required by the Marriage Act prior to solemnisation of the marriage 5.3 Review all required documentation and ensure it is accurately completed for signing

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCEL006 Interview clients and plan marriage ceremonies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCEL403A/CHCCEL404A. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

conducted first interviews, assessed eligibility and provided information according to legal requirements for clients presenting with diverse circumstances, that individually or cumulatively include each of the following scenarios

neither party has been married previously

at least 1 party has been married previously

at least 1 party does not speak or read English

at least 1party was born outside of Australia

at least 1 party lives outside of Australia

the parties wish to get married in less than 30 days

and at least 3 of the following scenario: at least 1 party presents a legal impediment to the proposed marriage

prepared accurate pre-ceremony documentation for at least 3 ceremonies according to legal requirements, including Notice of Intended Marriage form, Declaration of No Legal Impediment to Marriage form, Official Certificate of Marriage, Form 15, and Record of Use form

created required legal wording for at least 5 unique marriage ceremonies of varying duration, ensuring the marriage is valid under Australian law, where

each ceremony has different wedding vows incorporating the legal wording for vows

at least 1 ceremony where delivery will raise marriage law issues, such as where an interpreter must be used or another person will be centrally involved in the ceremony.

Knowledge 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:

legal requirements under marriage regulations that impact marriage ceremony planning and preparation:

what marriage is under Australian law

who may marry

requirements for a valid marriage

instances in which marriage may not take place, for example surprise marriages

requirements in the case of marriages in which one party is aged between 16 and 18

when and where marriages may take place

requirements for use of interpreters

requirements for those coming to Australia from overseas to marry

requirements for shortening of time for notice of an intended marriage

requirements for witnesses to the marriage

offences under the Marriage Act relating to marriage ceremony planning and preparation

legal content required in a marriage ceremony

legal differences between a religious and a nonreligious (or civil) marriage ceremony

legal differences between requirements for ministers of religion and those marriage celebrants who are not

requirements of the Code of Practice relating to marriage ceremony planning and preparation

process for transferring responsibility where original celebrant unavailable

legal requirements under the marriage regulations relating to marriage stationery and the completion of forms:

requirements relating to marriage stationery, including where to obtain

requirements for completing and retention of forms

correct recording of names on marriage documents, including names:

by common usage

where person was born overseas, and

used after a previous marriage

correct completion of Notice of Intended Marriage, including witnessing of signatures on the Notice of Intended Marriage

what can be used as evidence of the:

date and place of birth of parties to a proposed marriage (evidence required when parties born in Australia and born overseas)

end of a previous marriage of a party to a proposed marriage (evidence required for previous marriages conducted in Australia and overseas)

identity of parties to a proposed marriage

use of statutory declarations in place of evidence

correct completion of Declarations of No Legal Impediment to marriage

documents required to be given to marrying couples

legal and ethical considerations beyond the Marriage Act impacting on marriage ceremony planning and preparation:

conflict of interest issues relating to marriage ceremony planning and preparation

insurance requirements:

public liability

professional indemnity

copyright and intellectual property

privacy, confidentiality and disclosure

registration requirements in states and territories, including the procedures and processes of state/territory Registrars of Births, Deaths and Marriages

use of public spaces

work role boundaries – responsibilities and limitations

work health and safety

information that must be provided to a marrying couple about family relationship services:

purpose and the importance of the obligation to provide couples with information concerning family relationship services

what information must a marriage celebrant have about marriage and relationship education services

maintenance of the currency of this information

proper role of the marriage celebrant

special provisions for ministers of religion and relationship with the Code of Practice

conveying this information to couples – when and how to do it

marriage celebrant obligations in assisting a couple with marriage planning:

legal requirements for marriage ceremony content and how to ensure these are covered

marriage celebrant role in supporting the social, cultural and legal significance of marriage, and the importance of marriage and the marriage ceremony

role of the celebrant when other religious organisations are involved

cultural rights, multicultural contributions, and the place of the arts in culture in marriage ceremonies

potential considerations when religious circumstances or sensitivities may apply

importance of marriage ceremony and ritual in community and family life

marriage celebrant involvement in marriage ceremony planning:

scope of involvement based on client preference

practical assistance – scheduling, venue considerations and limitations

need for provision of varied, presentable and well-maintained ceremony resources

rehearsal planning and conduct

marriage celebrant involvement in marriage ceremony creation and types of advice that may be provided:

use of ritual – kind of ritual, placement of ritual, appropriateness of ritual

use of symbols – kind of symbols, placement of symbols, appropriateness of symbols, development of resources

choice and use of readings, poetry, prayers, religious readings, visiting speakers, special participants, music – development of resources

involvement of family or friends

participation of other people – ensuring legal requirements are met

structure and flexibility of an Australian civil wedding ceremony:

processional and entrance

welcome and introduction

monitum

reading and ritual

asking

vows

ring exchange

declaration of marriage

signing

presentation of married couple

final announcements

conclusion and recessional

how to respond to common problems and issues that marriage celebrants face:

current and prospective spousal visas

refugee related issues

second marriage requests where couple do not wish for parents/family/friends to know

second marriage requests where the couple have been married overseas and cannot provide evidence of their marriage or are unsure of the validity of their marriage under Australian law

elopements

unusual or special request weddings

legitimacy of documents presented

issues of consent related to:

known mental illness

accident and/or age-related memory loss (marriages of older couples)

persons with impairment or intellectual disabilities

possible coercion

alcohol and other drugs, intoxication issues

dealing with aggressive and/or perfectionist couples or couples wanting offensive content

wedding stationery requirements, different options for creation and presentation.

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:

legislative information on marriage

pre-ceremony marriage documentation

client information on which interviews and ceremony preparations are based

modelling of industry operating conditions, including:

scenarios that involve interactions with other people

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCEL007 Prepare for, present and evaluate marriage ceremonies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCCEL405A

Application

This unit describes the skills and knowledge required to finalise pre-ceremony arrangements, present and review marriage ceremonies consistent with legal requirements of marriage regulations.

This unit applies to individuals seeking to be registered as Commonwealth marriage celebrants by the Australian Government Attorney-General’s Department.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Finalise pre-ceremony arrangements	1.1 Confirm Notice of Intended Marriage forms have been received according to legal requirements and provide advice to couple about applying for shortening of time when required 1.2 Ensure that Declaration of No Legal Impediment to marriage forms are signed by both parties prior to the ceremony 1.3 Prepare and check 3 marriage certificates prior to ceremony with accurate, legible and complete information consistent with the Notice of Intended Marriage 1.4 Confirm marriage ceremony, venue and time arrangements with the marrying couple, ensuring other arrangements at the venue will not interfere with planned marriage ceremony 1.5 Confirm roles of marriage ceremony participants and/or other service providers 1.6 Identify special needs of marriage ceremony participants and/or other service providers, including interpreters 1.7 Establish working relationships with other service providers prior to commencement of marriage ceremony within scope of agreed celebrant role
2. Make on site preparations	2.1 Apply Code of Practice in relation to arrival times and standard of personal presentation at the event 2.2 Check that planned arrangements are in place and that other aspects of the event will not interfere with the marriage ceremony requirements 2.3 Confirm the presence of witnesses and location for completion of documentation 2.4 Identify where problems may occur, and respond in consultation with the marrying couple or their nominated representative
3. Present marriage ceremonies within legal requirements	3.1 Ensure appropriate placement of marriage celebrant during the ceremony particularly in relation to other people participating 3.2 Facilitate orderly progression of ceremony as agreed with marrying couple 3.3 Present marriage ceremony accurately and professionally in line with plan agreed with marrying couple and in keeping with religious or non-religious context 3.4 Ensure marriage ceremony is audible to the audience 3.5 Use resources and techniques as agreed with marrying couple to enhance the significance and symbolism of the marriage ceremony in line with values and ideals of the couple
4. Manage marriage ceremony documentation	4.1 Ensure that all documentation (3 certificates of marriage) are correctly signed by the marrying couple and their witnesses 4.2 Check documentation and ensure that any omissions or errors are rectified in the presence of, and initialled by, the marrying couple and their witnesses 4.3 Present completed marriage certificate to one or both members of the couple as soon as possible after signing
5. Register the marriage	5.1 Maintain privacy, security and confidentiality of marrying couple documentation and communication 5.2 Accurately complete forms and procedures within specified timeframes for lodgement under the Marriage Act 1961 5.3 Forward documents to state/territory Registrar of Births, Deaths and Marriages after performing ceremony within legislated timeframe 5.4 Securely store documentation in suitable location relating to the marrying couple in accordance with legal requirements
6. Evaluate ceremonies	6.1 Seek feedback from the marrying couple about services provided 6.2 Reflect on own performance and services and identify areas of strength and those for potential improvement 6.3 Review efficacy of resources used and identify and act on potential improvements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCEL007 Prepare for, present and evaluate marriage ceremonies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCCEL405A

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

prepared for, presented, documented, registered and evaluated in writing, at least 5 marriage ceremonies in line with legal requirements and marriage celebrant Code of Practice, which must include:

ceremony involving a legal issue impacting the ceremony delivery, such as where another unauthorised person will be centrally involved or conducting the ceremony in conjunction with the celebrant

ceremony involving other presenters and performers

ceremonies with varying sized audiences including at least 1 of more than 20 people.

Knowledge 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:

legal requirements under marriage regulations and the Code of Practice (contained in the regulations) that impact the conduct of marriage ceremonies:

use and role of interpreters

use of required wording

maintaining a high standard of service in professional conduct and practice

ensuring accuracy in the preparation of documents, and in the conduct of the marriage ceremony

ensuring personal presentation is of an appropriate standard for the marriage ceremony, and respecting the expectations of the parties in relation to the ceremony

making efforts to ensure that the marriage ceremony is audible to all those present (using audio equipment, if required)

arriving at the venue for the marriage ceremony no later than the time agreed with the parties

where the marriage celebrant has agreed to perform more than 1 marriage ceremony on the same day:

ensuring that each couple receives a standard of service that meets their needs

being available at the venue at least 20 minutes prior to the agreed start time of the ceremony

ensuring that all relevant documents are completed and sent to the appropriate registering authority within 14 days after the marriage ceremony, as required by section 50 of the Marriage Act

accepting evaluative comment from the parties, and using any comments to improve performance

legal requirements under marriage regulations that impact marriage documentation:

lodgement times for forwarding documentation to registering authorities

recordkeeping requirements in relation to:

what records must be kept

type of storage

duration of storage

celebrant role in storage when religious organisation keep records

religious registers

civil celebrant certificates

recordkeeping sheets

registration requirements in the states and territories, including:

processes and procedures of state/territory Registrars of Births, Deaths and Marriages,

requirements to retain certain records

common errors in documentation ceremony stagecraft, performance and evaluation techniques, specifically in relation to marriage ceremonies

common issues that marriage celebrants may encounter during rehearsal and solemnisation of marriage, and approaches for responding, including:

working cooperatively with others, such as wedding venue staff, photographers, musicians, translators etc.

late arrival of bridal party or significant others

copyright issues related to the use of music

alcohol and other drugs intoxication issues

serious health issues of the parties to the marriage and significant others

serious health or emergency issues that could prevent the celebrant from completing their contract with the couple

extreme nervousness – the bride or groom cannot articulate the wedding vows

interruptions before, during or after the ceremony

disruptions caused by animals, children, photography drones

extreme weather situations and concerns related to the safety of couple, guests, self and others (including work health and safety (WHS) issues)

unexpected failure of power or equipment

processes and procedures of state/territory Registrars of Births, Deaths and Marriages, including the requirements for registration of the marriage and retaining of some records by the celebrant.types of errors in documentation, and how to avoid these:

celebrant Code of Practice in relation to providing information to couples about how to make a complaint consistent with the Code of Practice

role of registering authorities and ways to establish professional relationships

role and importance of marriage service evaluation, including:

how to incorporate evaluation into marriage celebrant practice

techniques for obtaining feedback from clients

techniques and process for self-evaluation.

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:

legislative information

marriage documentation

documented pre-designed marriage ceremonies

modelling of industry operating conditions, including:

ceremony participants

audience members (at least 1 audience of more than 20 people)

scenarios involving problem solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCEL008 Plan, present and evaluate funeral and memorial ceremonies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. New unit

Application

This unit describes the skills and knowledge required to address the specific needs of funeral and memorial ceremonies as a celebrant. It requires the ability to liaise with funeral industry personnel, and to develop, present and evaluate personalised ceremonies.

This unit applies to celebrants.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan funeral and memorial ceremonies	1.1 Accept referrals for funerals and memorials according to professional boundaries and protocols 1.2 Identify and confirm practical ceremony arrangements, requirements and limitations through liaison with funeral services and other personnel 1.3 Provide accurate and current information to clients about ceremony options 1.4 Use communication that acknowledges and respects client loss and grief issues
2. Develop personalised funeral and memorial ceremony content	2.1 Gather information about the deceased in a sensitive manner as a basis for ceremony content 2.2 Identify key loss and grief related issues required for input of the celebrant at various points in the ceremony. 2.3 Reflect on and use information provided about the deceased to develop ceremonial elements 2.4 Develop eulogy or integrate life story into ceremony based on client wishes and information 2.5 Refine and finalise content in consultation with client 2.6 Identify and organise required resources
3. Present funeral and memorial ceremonies	3.1 Liaise with other service providers at the ceremony to support smooth running of ceremony 3.2 Facilitate and lead the orderly progression of the ceremony according to the ceremony design and provide clear directions as required 3.3 Present the ceremony as agreed using presentation techniques suited to the nature of the occasion 3.4 Include ceremony participants according to agreed ceremony arrangements
4. Evaluate funeral/memorial ceremonies	4.1 Seek feedback from clients at an appropriate time about services provided 4.2 Reflect on own performance and services and identify areas of strength and potential improvement 4.3 Document evaluation outcomes and use to enhance future practice

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCEL008 Plan, present and evaluate funeral and memorial ceremonies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. New unit

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

planned, and evaluated at least 4 different ceremonies, including both funerals and memorials

written and evaluated at least 4 eulogies

presented funeral or memorial ceremonies using presentation techniques suited to those ceremonies for at least 2 of the following situations, including the delivery of at least 1 eulogy

death of a young person

an unexpected accidental death

an older person.

Knowledge 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:

legal and ethical considerations for the conduct of funeral and memorial ceremonies, and how these apply in individual practice

codes of practice, including professional funeral services industry parameters and protocols in dealing with the bereaved and the deceased

duty of care

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations

funeral celebrant role in the ceremony and civil celebrant role in providing an inclusive ceremony

roles and responsibilities of funeral services personnel and external contractors and agencies and working within these

potential differences between the celebrant’s role in funerals and memorial services

history, current practices and changing attitudes to dying and death care in Australia

physiology of dying and death – basic processes and time frames

the process of how a person is treated from the point of death until burial or care/dispersal of their remains/ashes, if the body is cremated, and relationship with the celebrant’s involvement

social, religious and cultural differences and traditions that impact on funeral and memorial ceremonies, including

burial and interment

disposal of human remains

traditions related to loss and grief

historical, current and emerging options that families have for

preparing for and dealing with death

place and timing of the ceremony

disposal of the body

challenges in working with bereaved families and friends and defence mechanisms of the bereaved, differing perceptions and experiences of the deceased, dealing with unfinished business, offering support and hope whilst honouring the loss and grief of the bereaved, for both close family, friends and others

different structures and features of funeral and memorial ceremonies, including

burial

interment

cremation

entombment

placing or scattering of ashes

committal style

types of practical considerations for funeral ceremonies, including

potential time restrictions and options

venue constraints and options

requirements for communication with funeral services personnel

resources used when conducting funeral/memorial ceremonies to bring consciousness to the sense of loss and thankfulness for the life lived

poetry and prose (secular and religious)

the placing of special personal effects with the deceased

photographs

use of music

audiovisual

choice and placement of flowers

use of lighting

placement of candles

inclusion of other speakers or readers

ceremony programs

ways to use the ceremony to celebrate and honour the life of the deceased

public speaking and presentation techniques, and how these may be used and adapted for funeral and memorial services

role and importance of evaluation, including:

how to incorporate evaluation into practice

techniques for obtaining feedback from clients

techniques and process for self-evaluation

importance of self-care, and self-care strategies.

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 information about the deceased

modelling of industry operating conditions, including groups of people to whom the ceremony/memorial is delivered.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM001 Provide first point of contact

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS308B/HLTCOM301C. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to greet clients and exchange routine information, to prioritise the individual’s needs, and to respond to immediate needs.

This unit applies to service delivery in all community services and health contexts. Workers at this level work under supervision with limited responsibility.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Greet and observe people	1.1 Listen to and greet people accessing service in a pleasant, respectful and accepting way 1.2 Respond to distressed people in a relaxed and calm manner and seek assistance as required 1.3 Respond appropriately to diverse people and behaviour in line with organisation requirements 1.4 Discuss any concerns or problems with supervisor
2. Follow organisational procedures to collect routine client information	2.1 Collect and document identifying information in accordance with organisation and confidentiality requirements 2.2 Discuss reasons for contact with the service 2.3 Explain and uphold rights and responsibilities of the client and confirm understanding
3. Identify priority of need	3.1 Identify urgency and nature of need and refer in accordance with organisation guidelines 3.2 Identify and respond to issues of personal safety for self, clients and others in accordance with organisation procedures and scope of own role 3.3 Recognise situations beyond the scope of role and seek assistance
4. Provide service information	4.1 Provide client with current, relevant and culturally appropriate service information 4.2 Assist clients to contact other agencies or services as appropriate to obtain further information 4.3 Ask the client if information needs have been met and provide further assistance if required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM001 Provide first point of contact

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS308B/HLTCOM301C. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided information to 3 people presenting with multi-faceted needs

collected and documented identifying information for 3 people accessing the service

used communication and problem solving skills to respond appropriately to the behaviours of each of the following individuals at least once:

a person demonstrating aggressive behaviour

a person who is distressed

a person with a cognitive impairment

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

factors to consider when providing information and service:

cultural background

language spoken

literacy levels

disability

strategies and techniques for dealing with problems and challenging behaviours and situations, including:

aggressive or distressed behaviour

people with a cognitive impairment

assertive communication and conflict avoidance techniques

specific organisation or sector information:

client needs addressed by organisation and the impact of multi-faceted needs on service delivery

role of the organisation

information recording and storage systems

service features

types of information provided

links with other service providers

service transition and exit procedures

legal and ethical considerations:

collection and storage of personal information

privacy, confidentiality and disclosure

duty of care

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

modelling of industry operating conditions and contingencies, including:

interactions with people and co-workers from a range of diverse backgrounds

interactions with people displaying aggression, distress and cognitive impairment

typical workplace reporting processes

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM002 Use communication to build relationships

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge to apply specific communication techniques to establish, build and maintain relationships with clients, colleagues and other stakeholders based on respect and trust.

This unit applies to work across a range of workplace contexts where workers at all levels may communicate with individuals and/or groups both in person and in writing.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Communicate with clients and co-workers	1.1 Identify and use appropriate communication techniques to communicate with clients and colleagues 1.2 Communicate in a manner that demonstrates respect, accepts individual differences and upholds rights 1.3 Represent the organisation appropriately and in accordance with communication policies and protocols 1.4 Provide information to clients and service providers in accordance with communication policies and protocols
2. Address communication needs	2.1 Recognise and support communication needs of clients, colleagues and external networks 2.2 Facilitate access to interpreter and translation services as required 2.3 Identify and address problems and communication barriers 2.4 Defuse conflict or potentially difficult situations with clients and colleagues and refer in accordance with organisational requirements 2.5 Seek and respond to feedback on the effectiveness of communication with clients, colleagues and external networks
3. Facilitate meetings	3.1 Develop an agenda and list of invited participants in consultation with appropriate people 3.2 Communicate details of the meeting to the participants and other stakeholders in accordance with organisation communication protocols 3.3 Contribute to and follow objectives and agendas for meeting 3.4 Provide opportunities to fully explore all relevant issues and provide relevant information 3.5 Use strategies that encourage all members to participate equally, including seeking and acknowledging contributions from all members 3.6 Implement strategies to ensure the specific communication needs of individuals within the meeting are identified and addressed 3.7 Facilitate the resolution of conflict between participants 3.8 Minute or record meeting in accordance with organisation requirements 3.9 Evaluate meeting processes and identify lessons learned or opportunities for improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM002 Use communication to build relationships

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

obtained feedback from 3 clients or colleagues on effectiveness of communication and responded appropriately

prepared 3 types of written correspondence in accordance with organisation communication protocols

facilitated resolution of 1 difficult situation with a client, colleague or service provider

facilitated 1 meeting around a workplace issue

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

organisation communication policies and protocols

different communication styles and techniques, and how they impact on interpersonal communication, including:

strategies for effective interpersonal communication

person centred and rights based approaches

cross-cultural communication protocols

non-verbal communication cues

group processes and dynamics

motivational interviewing versus coercive approach

collaboration versus confrontation

communication strategies to:

build and maintain relationships and trust

facilitate workplace meetings

negotiate for optimal outcomes

deliver business presentations

address barriers

solve problems and resolve conflict

types of interpretation and translation services specific to the client group, and how to access them

factors that commonly contribute to the development of communication barriers including high emotions, mistrust or misunderstandings

professional relationship boundaries

digital media and use in community services and health sector, including:

web

email

social media

podcast and videos

tablets and applications

newsletters and broadcasts

intranet

written correspondence protocols and style guides, including letters, emails, minutes, case notes, reports

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 use of real workplace policies and procedures

modelling typical workplace conditions, including:

interactions with clients and co-workers from a range of diverse backgrounds

facilitation of groups of at least 3 people

typical workplace reporting processes

interpreter and translation services where required

use of digital media

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM003 Develop workplace communication strategies

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit. Also refer to CHCCOM004.

Application

This unit describes the skills and knowledge required to develop communication protocols for a team or business unit.

This unit applies to workers responsible for overseeing the communication of organisation-specific information to a range of internal and external stakeholders.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Develop communication strategies	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
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. Promote the use of communication strategies	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. Review communication practices	4.1 Obtain feedback from others to assess communication outcomes 4.2 Record lessons learnt and identify opportunities for continuous improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM003 Develop workplace communication strategies

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit. Also refer to CHCCOM004.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

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

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

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:

privacy, confidentiality and disclosure

discrimination

duty of care

mandatory reporting

informed consent

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

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

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 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

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM004 Present information to stakeholder groups

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to apply high level communication skills in interactions with stakeholders.

This unit applies to all workers responsible for communicating organisation-specific information to a group of stakeholders. Stakeholder groups may be external or internal, including clients, service providers, colleagues or managers.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify communication strategies for specific stakeholders	1.1 Analyse the target group, their needs and communication preferences 1.2 Research information relevant to the target audience 1.3 Select communication strategy for internal and external dissemination of information in line with organisation standards
2. Provide presentations to a range of groups and facilitate discussion	2.1 Develop presentations using technology and resources in line with organisation standards 2.2 Present information clearly and sequentially, with consideration to timelines and audience 2.3 Identify and address additional information needs of individuals 2.4 Respond to questions from the audience and encourage contributions to discussion 2.5 Monitor participation and input by group members
3. Resolve conflicts	3.1 Table divergent views and identify key issues and barriers to resolution 3.2 Use listening, reframing, questioning, providing feedback and negotiating to explore and clarify issues 3.3 Negotiate issues and barriers with stakeholders to facilitate mutually acceptable outcomes 3.4 Refer or follow escalation procedures to address unresolved issues or conflicts as required
4. Close the discussion	4.1 Confirm next steps and follow up requirements 4.2 Obtain feedback from stakeholders and/or colleagues and identify opportunities for improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM004 Present information to stakeholder groups

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

organised and facilitated 2 presentations to groups of internal or external stakeholders including responding to questions, divergent viewpoints and conflict

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

organisation communication policies and procedures

communication styles and techniques, including:

strategies for effective interpersonal communication

how communication style impacts on interpersonal communication

cross-cultural communication protocols

negotiation techniques

conflict resolution strategies and techniques

group facilitation processes and techniques

presentation techniques and use of appropriate media and technology

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 use of real workplace policies and procedures

modelling typical workplace conditions, including:

interactions with clients and co-workers

presentations to groups of at least 3 people

typical workplace reporting processes

use of presentation media

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM005 Communicate and work in health or community services

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS411C and HLTHIR301C. Significant changes to performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to communicate effectively with clients, colleagues, management and other industry providers.

This unit applies to a range of health and community service contexts where workers may communicate face-to-face, in writing or using digital media and work with limited responsibility under direct or indirect supervision.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Communicate effectively with people	1.1 Use verbal and non-verbal communication to enhance understanding and demonstrate respect 1.2 Communicate service information in a manner that is clear and easily understood 1.3 Confirm the person’s understanding 1.4 Listen to requests, clarify meaning and respond appropriately 1.5 Exchange information clearly in a timely manner and within confidentiality procedures
2. Collaborate with colleagues	2.1 Listen to, clarify and agree timeframes for carrying out workplace instructions 2.2 Identify lines of communication between organisation and other services 2.3 Use industry terminology correctly in verbal, written and digital communications 2.4 Follow communication protocols that apply to interactions with different people and lines of authority
3. Address constraints to communication	3.1 Identify early signs of potentially complicated or difficult situations and report according to organisation procedures 3.2 Identify actual constraints to effective communication and resolve using appropriate communication strategies and techniques 3.3 Use communication skills to avoid, defuse and resolve conflict situations
4. Report problems to supervisor	4.1 Comply with legal and ethical responsibilities and discuss difficulties with supervisor 4.2 Refer any breach or non adherence to standard procedures or adverse event to appropriate people 4.3 Refer issues impacting on achievement of employee, employer and/or client rights and responsibilities 4.4 Refer unresolved conflict situations to supervisor
5. Complete workplace correspondence and documentation	5.1 Complete documentation according to legal requirement and organisation procedures 5.2 Read workplace documents relating to role and clarify understanding with supervisor 5.3 Complete written and electronic workplace documents to organisation standards 5.4 Follow organisation communication policies and procedures for using digital media 5.5 Use clear, accurate and objective language when documenting events
6. Contribute to continuous improvement	6.1 Contribute to identifying and voicing improvements in work practices 6.2 Promote and model changes to improved work practices and procedures in accordance with organisation requirements 6.3 Seek feedback and advice from appropriate people on areas for skill and knowledge development 6.4 Consult with manager regarding options for accessing skill development opportunities and initiate action

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM005 Communicate and work in health or community services

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCOM201C/ CHCCS411C/ CHCNET301D/ HLTHIR301C. Significant changes to performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

demonstrated effective communication skills in 3 different work situations

clarified workplace instructions and negotiated timeframes with 2 colleagues

responded appropriately to 3 different situations where communication constraints were present

completed 2 written or electronic workplace documents to organisation standards

Knowledge 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:

legal and ethical considerations in relation to communication:

privacy, confidentiality and disclosure

discrimination

duty of care

mandatory reporting

translation

informed consent

work role boundaries – responsibilities and limitations

child protection across all health and community services contexts, including duty of care when child is not the client, indicators of risk and adult disclosure

sources of information and the application of legal and ethical aspects of health and community services work

ethical decision making and conflicts of interest

principles of effective communication, including models, modes and types

communication techniques:

open ended questions, affirmations, reflections and summaries

difference between motivational interviewing and coercive approach

difference between collaboration and confrontation

influences on communication:

language

culture

religion

emotional state

disability

health

age

potential constraints to effective communication in health and community service contexts

health and community services industry terminology relating to role and service provision

importance of grammar, speed and pronunciation for verbal communication

when and how to use and recognise non-verbal communication

structure, function and interrelationships between different parts of the health and community service system

organisation structure and different models to support optimum client service:

principles underpinning person-centred service delivery

principles of rights-based service delivery

different roles and responsibilities of team

characteristics of multi-disciplinary teams and how they are used

relationships between different members of the health and community services workforces

role of support services

links and interrelationships with other services

funding environment

digital media and use in community services and health sector, including:

web

email

social media

podcast and videos

tablets and applications

newsletters and broadcasts

intranet

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM006 Establish and manage client relationships

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Typographical error updated. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge to establish and manage professional one-to-one relationships with clients in the context of providing an ongoing health service or intervention.

This unit applies to community services or health workers who have defined responsibilities to work independently with clients within broad but established guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Establish professional relationship with the client	1.1 Establish relationship within appropriate professional boundaries 1.2 Build trust and respect through use of effective communication techniques 1.3 Identify and respond to client special needs 1.4 Communicate in ways that take account of cultural considerations 1.5 Exercise discretion and confidentiality
2. Manage client interactions	2.1 Use a collaborative and person centred approach when working with clients 2.2 Use motivational interviewing as a basis for client interactions 2.3 Seek client information respectfully and sensitively, using purposeful, systematic and diplomatic questions 2.4 Support the client to identify and articulate key information that supports the provision of service 2.5 Encourage clients to voice queries or concerns and address these appropriately 2.6 Respond to difficult or challenging behaviour using established techniques 2.7 Maintain professional integrity and boundaries at all times 2.8 Work within scope of role and identify and respond to situations where interactions suggest the need for client referral
3. Provide effective responses to client enquiries	3.1 Select the most appropriate mode of communication for the information being provided 3.2 Use language and terminology that the client will understand 3.3Present information clearly and with sufficient detail to meet client needs 3.4 Confirm with client that the information has been understood and address any unresolved issues

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM006 Establish and manage client relationships

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Typographical error updated. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

established and managed client relationships and boundaries appropriately during the provision of services to 3 clients

developed responses to 3 different situations involving difficult or challenging behaviour

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for establishing and managing client relationships and how these are applied:

privacy, confidentiality and disclosure

human rights

work role boundaries including:

responsibilities and limitations

appropriate sexual, physical and emotional boundaries

use of enquiry only as appropriate and necessary

awareness of potential client transference

staying within area of expertise

modes and techniques for effective communication, including:

active listening, questioning, clarifying, advising

empathy, trust and respect

appropriate verbal and non-verbal communication

use of communication aids

tone and presentation

role of motivational interviewing during client interactions to facilitate:

client support

case taking

negotiation with client

education of client

information giving

techniques for motivational interviewing:

attending skills, use of body language

paraphrasing

reflecting feelings

open and closed questioning or probing

summarising

reframing

exploring options

normalising statements

barriers and influences on communication and ways to respond:

language

culture

religion

emotional state

disability

health

age

presence of children and/or spouse

techniques for dealing with difficult communication situations:

managing emotions

defusing anger

clarifying the issues

maintaining composure and professional attitude

providing support

seeking assistance

types of information that may be provided to clients as relevant:

appointment details, directions

costs and payment options

client options, service information, referral details

general health and self care information

service provider credentials or information

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSL001 Establish and confirm the counselling relationship

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL501A

Application

This unit describes the skills and knowledge required to use a structured approach to counselling to determine, establish and confirm the nature of the counsellor client relationship according to the agency’s counselling model.

This unit applies to individuals whose job role involves working with clients on personal and psychological issues within established policies, procedures and guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Use a structured approach to counselling	1.1 Analyse existing client information prior to commencement of counselling session 1.2 Use initial session to gather additional client information as a foundation for counselling process 1.3 Select and use communication techniques that support the initial counselling session objectives 1.4 Follow a structured approach to counselling based on client needs and expectations
2. Establish the nature of the helping relationship	2.1 Provide information that assists clients to understand the nature of the counselling service on offer 2.2 Clarify, confirm or modify client expectations of the counselling service 2.3 Identify client anxieties about the counselling process and explore with clients 2.4 Acknowledge and show respect for client’s immediate concerns 2.5 Clarify both expectations and commitment to the counselling relationship and confirm with clients 2.6 Identify indicators of client issues beyond scope of own role and report or refer according to presenting issue and organisation requirements
3. Confirm the helping relationship	3.1 Explore options and approaches for the relationship with clients according to individual need 3.2 Agree priorities and develop a plan for counselling in collaboration with the client 3.3 Make documented agreement with the client that addresses disclosure and organisation requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSL001 Establish and confirm the counselling relationship

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL501A

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

conducted an initial session with at least 3 different clients presenting with different issues, to establish, confirm and document the nature of the helping relationship, including:

followed the structure and process of a counselling interview

developed counselling plans that include required:

safety or reporting issues

recording of clients own identified priorities

observations of client requirements

involvement of other agencies/referral information

special needs information

goals

evaluation strategies

used communication techniques, including:

effective use of body language

paraphrasing

reflecting feelings

open and closed questioning or probing

summarising

reframing.

Knowledge 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:

legal and ethical considerations for the initial stages of counselling, and how these are applied in individual practice:

codes of conduct/practice

contract requirements, formats for contracts and key information for inclusion in a counselling contract

discrimination

duty of care

human rights

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations of the counsellor role

work health and safety

the counselling process, including:

what clients have a right to expect

principles of person-centred practice

purpose of counselling

how counselling has evolved as a helping relationship

place of counselling within the helping services

scope and nature of the counselling relationship, including professional limitations

impact of own values on the counselling relationship

counselling planning, its scope, and techniques for creating a counselling plan, including requirements for:

safety or reporting issues

recording of clients own identified priorities

observations of client requirements

involvement of other agencies/referral information

special needs information

goals

evaluation strategies

communication techniques, including:

effective use of body language

paraphrasing

reflecting feelings

open and closed questioning or probing

summarising

reframing

types of issues with which clients may present, the extent to which these fall within the counselling scope of practice, and options for referral, including for:

alcohol and other drugs

domestic and family violence

financial difficulty

homelessness

mental illness

problem gambling.

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 template documentation for counselling agreements

modelling of industry operating conditions, including scenarios that involve complex interactions with real people in face-to-face situations where candidate and client are physically present in the same room.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must have 2 years experience working in a counselling role and hold a qualification in counselling or related field that involves counselling, at Diploma level or higher (or equivalent qualification).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSL002 Apply specialist interpersonal and counselling interview skills

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL502A

Application

This unit describes the skills and knowledge required to use advanced and specialised communication skills in the client-counsellor relationship.

This unit applies to individuals whose job role involves working with clients on personal and psychological issues within established policies, procedures and guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Communicate effectively	1.1 Identify communication barriers and use strategies to overcome these barriers in the client-counsellor relationship 1.2 Facilitate the client-counsellor relationship through selection and use of micro skills 1.3 Integrate the principles of effective communication into work practices 1.4 Observe and respond to non-verbal communication cues 1.5 Consider and respond to the impacts of different communication techniques on the client-counsellor relationship in the context of individual clients 1.6 Integrate case note taking with minimum distraction
2. Use specialised counselling interviewing skills	2.1 Select and use communication skills according to the sequence of a counselling interview 2.2 Identify points at which specialised counselling interviewing skills are appropriate for inclusion 2.3 Use specialised counselling communication techniques based on their impacts and potential to enhance client development and growth 2.4 Identify and respond appropriately to strong client emotional reactions
3. Evaluate own communication	3.1 Reflect on and evaluate own communication with clients 3.2 Recognise the effect of own values and beliefs on communication with clients 3.3 Identify and respond to the need for development of own skills and knowledge

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSL002 Apply specialist interpersonal and counselling interview skills

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL502A

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

interviewed at least 3 different clients using specialised interpersonal communication and counselling interviewing skills, including:

micro-skills and communication techniques, including:

attending behaviours – active listening,

reflection of content, summarising

questioning skills – open, closed, simple and compound questions

client observation skills

noting and reflecting skills

providing client feedback

specialised counseling interviewing skills, including:

challenging

reframing

focussing

integrated clear case note taking into the interview process

completed a structured process of self-reflection and evaluation of own communication used during the 3 interviews.

Knowledge 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:

legal and ethical considerations for communication in counselling practice, and how these are applied in individual practice:

codes of conduct/practice

discrimination

duty of care

human rights

practitioner/client boundaries

privacy, confidentiality and disclosure

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations of the counsellor role

work health and safety

principles of person-centred practice

key objectives of counselling interviewing

stages of a counselling interview

potential impacts of using different communication skills and techniques in counselling contexts

communication techniques and micro-skills including:

attending behaviours – active listening, reflection of content feeling, summarising

questioning skills – open, closed, simple and compound questions

client observation skills

noting and reflecting skills

providing client feedback

specialised counselling communication techniques, and how they are used, including:

challenging

reframing

focusing

components of the communication process including:

encoder

decoder

primary factors that impact on the communication process including:

context

participants

rules

messages

channels

noise

feedback

communication barriers and resolution strategies, including:

environmental

physical

individual perceptions

cultural issues

language

age issues

disability

mechanisms that enhance effective interpersonal communication

observational techniques including:

facial expressions

non-verbal behaviour

posture

silence

ways in which different people absorb information, including:

visual

auditory

kinaesthetic

obstacles to the counselling process

impacts of trauma and stress on the communication process, including on:

concentration and attention

memory

use of verbal and written language

use of body language

challenging within the counselling session

self-evaluation practices, including:

how to recognise own biases

impact of own values on the counselling relationship.

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 client information

modelling of industry operating conditions, including:

scenarios that involve complex interactions with real people in face-to-face situations where candidate and client are physically present in the same room

scenarios that involve problem solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must have 2 years experience working in a counselling role and hold a qualification in counselling or related field that involves counselling, at Diploma level or higher (or equivalent qualification).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSL003 Facilitate the counselling relationship and process

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL503B

Application

This unit describes the skills and knowledge to support clients to identify and work though concerns, and to manage the overall counselling process to its conclusion.

This unit applies to individuals whose job role involves working with clients on personal and psychological issues within established policies, procedures and guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Support clients to identify concerns	1.1 Follow the client’s story and stay with their perspective to assist the client to feel comfortable and express their concerns freely 1.2 Explore the client’s presenting issues and establish their nature and depth, giving attention to the possibility of underlying issues 1.3 Identify and promptly deal with situations requiring immediate action 1.4 Support clients to identify their primary concerns in relation to the presenting issues and to prioritise concerns on which to work 1.5 Recognise indicators of client issues requiring referral and report or refer appropriately in line with organisation requirements
2. Support clients to work through concerns	2.1 Identify and work with uncertainty and ambivalence of clients 2.2 Support clients to experience and process difficulties 2.3 Draw attention to, and discuss parallels and links in client’s experience as appropriate 2.4 Identify and implement interventions that have meaning for the client’s immediate situation and that are most likely to facilitate client understanding and actions 2.5 Support client to identify and use known and previously unknown strengths 2.6 Explore perceptions of client’s feelings by reflecting back, clarification and review 2.7 Assist clients to become aware of underlying issues where appropriate and begin to identify ways of dealing with them 2.8 Acknowledge and work with changes in client’s life as appropriate
3. Monitor the counselling process	3.1 Monitor and review the counselling process with clients to ensure it remains of value 3.2 Proactively identify and work on threats and disruptions to the counselling process with clients 3.3 Review and compare own and client’s perceptions of the process and provide suggestions and advice in response 3.4 Address any tension between client’s hopes and expectations and the reality of resource limitations 3.5 Facilitate change at a pace the client can tolerate and assimilate 3.6 Recognise and assess the appropriateness of ending the current counselling 3.7 Acknowledge, value and work with individual uncertainty in the counselling relationship 3.8 Apply ethical codes of conduct in addressing counselling dilemmas
4. Bring the counselling process to an end	4.1 Enable client to identify when the process is approaching its conclusion 4.2 Enable client to identify, acknowledge and evaluate what is and is not changing, both in the counselling process and in their situation and understanding 4.3 Use the ending process to enable client to understand the nature and impact of earlier issues 4.4 Use boundaries of the counselling relationship to assist the ending process 4.5 Plan, structure and contract endings appropriately with client 4.6 Support client’s sense of autonomy during the ending process 4.7 Inform clients about any opportunities for further support 4.8 Identify unresolved issues and discuss further work if appropriate 4.9 Complete documentation and reporting according to organisation requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSL003 Facilitate the counselling relationship and process

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL503B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

facilitated the counselling process for at least 3 different clients with varying presenting issues, in at least 3 sessions per client

facilitated client sessions using all aspects of the counselling process:

identifying concerns

working through concerns

monitoring the counselling relationship

followed processes to bring the counselling process to an end on at least 2 occasions.

Knowledge 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:

legal and ethical considerations for the counselling relationship, and how these are applied in individual practice:

codes of conduct/practice

discrimination

duty of care

human rights

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations

work health and safety

different agency and organisation models of counselling and intervention

the counselling process, including:

what clients have a right to expect

principles of person-centred practice

purpose of counselling

how counselling has evolved as a helping relationship

place of counselling within the helping services

scope and nature of the counselling relationship, including professional limitations

impact of own values on the counselling relationship

obstacles to the counselling process, including:

psychological

physical

economic

indicators of needs requiring referral, and referral options

structure of key stages of a counselling session, and techniques for managing each stage, including:

introduction and establishment of relationship

body (getting the client’s story)

issues identification and exploration

options and plan for change

session closure

self-awareness including:

role within the organisation

limits of competence and responsibility

personal strengths and limitations

individual needs for support and supervision

impact of own values and beliefs on capacity to be non-judgemental.

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 client information

modelling of industry operating conditions, including:

scenarios that involve complex interactions with real people in face-to-face situations where candidate and client are physically present in the same room

scenarios that involve problem solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must have 2 years experience working in a counselling role and hold a qualification in counselling or related field that involves counselling, at Diploma level or higher (or equivalent qualification).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSL004 Research and apply personality and development theories

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL504A

Application

This unit describes the skills and knowledge required to research key concepts and constructs of theories of personality and human development, and link those to counselling practice.

This unit applies to individuals whose job role involves working with clients on personal and psychological issues within established policies, procedures and guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research theories of personality and human development	1.1 Identify and access sources of information on theories of personality and human development 1.2 Read and interpret information, distilling key themes and messages for counselling work 1.3 Document and organise information to support current and future practice
2. Link theories to own practice	2.1 Evaluate potential applications of personality and lifespan development theories in the counselling process 2.2 Analyse individual behaviour using theoretical concepts of personality and lifespan development 2.3 Assist clients to understand their personal history drawing on theoretical approaches 2.4 Draw on theories to address specific client issues and challenges
3. Update and maintain knowledge of theoretical trends	3.1 Identify and use opportunities to update and expand own knowledge of theory 3.2 Incorporate and integrate knowledge into own practice

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSL004 Research and apply personality and development theories

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL504A

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used critical thinking skills to evaluate information from a range of sources about the following personality and development theories:

nature and nurture

genetic inheritance

lifespan development theories

Freudian concepts

Piaget’s stages of cognitive development

Erikson’s psychosocial stages

Maslow’s hierarchy of needs

Bowlby’s attachment theory

integrated at least 3 of the above theories into counselling work with at least 3 different clients.

Knowledge 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:

sources of information about personality and development theories

historical, current and emerging personality and development theories, including the key concepts and application to counselling practice, for the following:

nature and nurture

genetic inheritance

lifespan development theories

Freudian concepts

Piaget’s stages of cognitive development

Erikson’s psychosocial stages

Maslow’s hierarchy of needs

Bowlby’s attachment theory

opportunities to update theoretical knowledge.

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:

client information

individualised counselling plans

modelling of industry operating conditions, including :

scenarios that involve complex interactions with real people in face-to-face situations where candidate and client are physically present in the same room

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must have 2 years experience working in a counselling role and hold a qualification in counselling or related field that involves counselling, at Diploma level or higher (or equivalent qualification).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSL005 Apply learning theories in counselling

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL505A

Application

This unit describes the skills and knowledge required to apply theory underpinning behaviourism and social learning to formulate and monitor a program for behaviour change in a counselling context.

This unit applies to individuals whose job role involves working with clients on personal and psychological issues within established policies, procedures and guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research learning theories	1.1 Identify and access sources of information on learning theories 1.2 Read and interpret information, distilling key themes and messages for counselling work 1.3 Organise and record information to support current and future practice
2. Analyse behavioural outcomes of different modelling and reinforcement influences	2.1 Identify and analyse the impact of modelling influences in a client’s environment to facilitate client change 2.2 Analyse individual responses to similar modelling and reinforcement 2.3 Analyse the effects of environmental differences and dysfunctional environments
3. Formulate a program for change in a counselling context	3.1 Identify change required to achieve identified outcomes and formulate and record a program for change 3.2 Apply stimulus and response techniques in counselling practice 3.3 Apply reinforcement approaches to support behaviour change 3.4 Develop a process for program monitoring, recording and intervention, according to individual client needs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSL005 Apply learning theories in counselling

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL505A

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used critical thinking skills to research and evaluate information from at least 3 different sources about 3 different learning theories

integrated theoretical approaches to develop programs for behaviour change with at least 3 different clients.

Knowledge 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:

overarching types of learning theories and their application to counselling practice, including:

behaviourism

cognitivism

constructivism

principles and practices of at least 3 different specific learning theories

applications of stimulus and response theory in counselling practice

environmental impacts on behaviour, including:

major influences from childhood and impact of strength and duration

learning environments – family and school

functional and dysfunctional environments

pre-adolescent and adolescent peer group pressures/influences

modelling and reinforcement influences and how they may affect behaviour

features of and differences of operant and classical conditioning

learning theory supporting conditioning models

principles and practices of reinforcement and consequences, including:

concept of schedule reinforcement – fixed and variable interval, fixed and variable ration

reinforcement techniques

reinforcement of specific behaviours.

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:

client information

individualised counselling plans

modelling of industry operating conditions, including:

scenarios that involve complex interactions with real people in face-to-face situations where candidate and client are physically present in the same room

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must have 2 years experience working in a counselling role and hold a qualification in counselling or related field that involves counselling, at Diploma level or higher (or equivalent qualification).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSL006 Select and use counselling therapies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL506A

Application

This unit describes the skills and knowledge required to select and use different counselling therapies to meet client needs.

This unit applies to individuals whose job role involves working with clients on personal and psychological issues, within established policies, procedures and guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select counselling therapies	1.1 Analyse client needs, issues and desired changes to be addressed 1.2 Incorporate analysis of client’s developmental status and response to change 1.3 Identify and consider co-existing issues in selecting courses of action 1.4 Interpret information about counselling therapies and determine their application, benefits and limitations in addressing client’s needs, issues and goals 1.5 Identify and respond to own level of comfort and issues in relation to using identified counselling techniques 1.6 Select most appropriate counselling therapies for application in identified situations 1.7 Communicate details of therapies to be used with client using language the client understands and document in client records
2. Use counselling therapies	2.1 Use techniques according to the principles and application of selected therapies to assist clients 2.2 Combine techniques and processes from different therapies in an effective way 2.3 Use counselling skills appropriately in the context of each counselling modality and technique 2.4 Identify indicators of client issues requiring referral and report or refer according to organisation requirements
3. Evaluate use of counselling therapies	3.1 Evaluate use of techniques and therapies in the context of individual clients 3.2 Reflect on and review own role as counsellor and identify areas for future improvement 3.3 Maintain and enhance knowledge of emerging trends in use of counselling therapies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSL006 Select and use counselling therapies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL506A

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided counselling to at least 3 different clients, cumulatively using at least 3 different counselling therapies, one of which must be cognitive behavioural therapy (CBT)

provided counselling services, within scope of own role, addressing at least 4 of the following issues:

anxiety

family issues

grief and loss

parenting

pregnancy

relationship

self-esteem

social isolation

stress management.

Knowledge 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:

legal and ethical considerations for the use of counselling therapies, and how these are applied in individual practice:

codes of conduct/practice

discrimination

duty of care

human rights

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations

work health and safety

issues and concerns with which clients may present, their characteristics and the types of counselling therapies that may be used in response, including:

anxiety

family issues

grief and loss

parenting

pregnancy

relationship

self-esteem

social isolation

stress management

features of at least 5 counselling therapies (including CBT) including their:

historical development

terminology

underpinning concepts and principles

processes used in applications

benefits and limitations for different clients

roles of counsellor and client

how different therapies may be combined to address particular needs

indicators of client’s issues requiring referral

credible sources of information on counselling therapies and trends.

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:

client information

individualised counselling plans

modelling of industry operating conditions, including:

scenarios that involve complex interactions with real people in face-to-face situations where candidate and client are physically present in the same room

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must have 2 years experience working in a counselling role and hold a qualification in counselling or related field that involves counselling, at Diploma level or higher (or equivalent qualification).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSL007 Support counselling clients in decision-making processes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL507B

Application

This unit describes the skills and knowledge required to assist clients to clarify their goals, explore options and develop a course of action.

This unit applies to individuals whose job role involves working with clients on personal and psychological issues, within established policies, procedures and guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assist clients to clarify goals and requirements	1.1 Explain clearly to clients the policy on record-keeping and confidentiality 1.2 Encourage clients to identify and explore their aims, requirements and ideas 1.3 Assist clients to identify practical goals and requirements for these, and discuss with clients how goals might be modified based on client strengths 1.4 Identify situations where aims and requirements of clients cannot be met, and make referrals to alternative sources of guidance and support
2. Explore options with clients	2.1 Identify collaboratively potential courses of action for meeting individual aims and requirements 2.2 Identify and explore factors which could influence the preference for, and ability to achieve, a course of action 2.3 Determine and explore features and likely consequences of possible courses of action 2.4 Check client’s understanding of what is likely to be involved in each possible course of action
3. Support client to reach decisions	3.1 Assist clients to assess possible advantages and disadvantages of each possible course of action, and their appropriateness for meeting client requirements 3.2 Encourage clients to decide on a course of action and to consider alternatives which could be used, if necessary 3.3 Document decisions and agreed ongoing support within organisation guidelines

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSL007 Support counselling clients in decision-making processes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL507B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked collaboratively to provide decision-making and action planning support to at least 3 clients

demonstrated skills in working with 3 different decision-making models for the following:

identifying and exploring options

counselling process and methods

problem solving

action planning

documenting decisions.

Knowledge 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:

legal and ethical considerations for counselling, and how these are applied in individual practice:

codes of conduct/practice

discrimination

duty of care

human rights

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations

work health and safety

different agency and organisation models of counselling and intervention

types of goals that may be set for different circumstances

key concepts, principles and practices of 3 different decision-making models

obstacles to decision making and planning in the counselling context

problem solving and action planning techniques in the counselling context

referral options.

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 client information

modelling of industry operating conditions, including:

scenarios that involve complex interactions with real people in face-to-face situations where candidate and client are physically present in the same room

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must have 2 years experience working in a counselling role and hold a qualification in counselling or related field that involves counselling, at Diploma level or higher (or equivalent qualification).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM001 Facilitate goal directed planning

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work collaboratively with clients to plan and make informed decisions for ongoing provision of services and resources aimed at maximising and enhancing their independence and quality of life.

Workers at this level will demonstrate autonomy, well-developed judgement, adaptability and responsibility and are typically already experienced in working intensively with clients with complex and diverse needs.

This unit applies to work in a broad range of health and community service sector contexts where a high level of collaborative planning skills and knowledge is required to develop a plan based on needs that have been pre-determined in an assessment processes.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Undertake planning to address identified client needs and goals	1.1 Collaborate with the client to identify realistic and relevant goals as a basis for planning 1.2 Plan with the client preferences for addressing identified goals and needs and document in line with organisation requirements 1.3 Build on client’s strengths and abilities to address the needs identified in the plan 1.4 Recognise and respect the client's right to self-determination within legal parameters 1.5 Support the client to make informed decisions regarding their plan that reflect understanding of their current situation, likely future situation and ensuing needs 1.6 Investigate range of options available to address client-identified needs and achieve their goals 1.7 In conjunction with client, structure a range of services in a manner that builds on and strengthens natural supports 1.8 Devise alternative strategies to meet identified client needs when specific services are not available 1.9 Provide the client with cost details and work with them to ensure plan is sustainable in relation to costs, access and availability 1.10 Identify work health and safety (WHS) risks and plan for their management 1.11 Write plan in the client’s own words that clearly identify all tasks and who is responsible for performing them
2. Collaborate with others to develop and communicate plan	2.1 Work in collaboration with appropriate professionals and organisations to provide services to maximise the client's potential for achieving their goals and needs 2.2 Explain roles, rights and responsibilities of client and service providers and ensure they are clearly written into the plan 2.3 Maximise involvement of the client and other relevant people in planning processes and decision making 2.4 Consult and coordinate with other service providers to plan for complex situations 2.5 Establish and maintain communication strategy and processes to ensure effective implementation of the plan 2.6 Share information between organisations and support maintenance of updated information to all organisations involved
3. Respond appropriately to diversity	3.1 Confirm planning for culturally and linguistically diverse (CALD) and Aboriginal and/or Torres Strait Islander clients is culturally sensitive and appropriate 3.2 Provide appropriate interpreter support in line with organisation protocols 3.3 Work in conjunction with ethno-specific and multicultural organisations and Aboriginal and/or Torres Strait Islander communities and organisations by involving representatives in the planning processes, according to client’s needs
4. Respond appropriately to clients with different levels of need including those with complex needs	4.1 Facilitate access to planning for clients in complex situations or with different levels of need 4.2 Maintain and promote inter-organisation relationships and agreements to address the client, their family and/or carer needs 4.3 Include in the plan opportunities to build on the client's strengths and motivation to improve their quality of life
5. Monitor implementation of client plan	5.1 Regularly monitor planned services, support and resources against client-identified goals to ensure effective implementation of their plan 5.2 Communicate with client to support disclosure of information in regard to delivery of services and resources in line with their plan 5.3 Maintain collaborative relationships with clients, carers, their natural supports and other service providers 5.4 Identify any problems with plan implementation promptly and make adjustment as necessary to best meet the client's needs and preferences 5.5 Adjust the plan as necessary following reassessment of risks and needs 5.6 Document and report any variations to the plan in line with organisation requirements and communication strategy

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM001 Facilitate goal directed planning

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

collaborated with at least 3 different clients to facilitate goal directed planning for provision of services and resources aimed at maximising and enhancing their strengths, independence and quality of life

Knowledge 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:

literature on models and practices in goal-directed planning and current research in area of practice

range of services, networks, resources and holistic solutions available to clients with complex needs

components of service delivery system

gaps in the service system

characteristics and needs of identified client population

significance of the service setting, including working in the client's home

organisation policies and practices relating to planning

legal and ethical considerations relevant to developing plans and how these are applied in organisations and individual practice:

professional standards

code of ethics

duty of care

voluntary assumption of risk

informed consent

documentation requirements and practices

principles of:

beneficence

non-malfeasance

social justice

autonomy

advocacy

natural supports, including family, friends and neighbours

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

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM002 Implement case management practice

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Removal of Duplicate performance criteria. Equivalent outcome
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to develop and implement an action plan for complex case management based on existing goal directed plans that address predetermined needs.

Workers at this level will demonstrate autonomy, well-developed judgement, adaptability and responsibility and are typically already experienced in working intensively with clients requiring support.

This unit applies to work in a range of health and community service sector 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Initiate complex case management process	1.1 Confirm eligibility of client for case management and match their profile against service eligibility criteria 1.2 Inform the client of all rights and responsibilities and obtain client’s consent to involvement in case management 1.3 Collect information about the client, maintain confidentiality and privacy and minimise any duplication 1.4 Work with the client to confirm and prioritise needs and to pursue relevant, achievable and time-framed goals 1.5 Recognise and respect the client's right to self-determination within legal parameters 1.6 Identify social, economic, housing, personal and family factors that may influence the client's health, well being and level of independence 1.7 Discuss the case management process with the client, the complaint and appeal processes and the service criteria for exit 1.8 Ascertain specific cultural needs of the client to provide appropriate services and support for their development 1.9 Estimate the level of case management support required to implement the client's plan and discuss with all relevant parties
2. Identify and consider possible solutions to complex issues	2.1 Identify complex legal and ethical issues and questions about aspects of case management and resolve in line with organisation guidelines and regulatory requirements or seek appropriate resources 2.2 Identify complex issues relating to funding of service provision and administer resources within relevant regulatory framework 2.3 Ensure ethical standards are addressed to protect the autonomy, dignity, privacy and rights of the client 2.4 Advocate for client-centred solutions to complex identified needs at service delivery and policy-making levels 2.5 Collaborate with colleagues, professionals and between services as needed to meet client's needs, achieve goals and to optimise outcomes 2.6 Maintain up-to-date knowledge of, and links with, available resources and services within the community
3. Develop plan of action to address identified priorities	3.1 Use client identified goals and needs assessment to develop and agree on a plan of action 3.2 Support and develop the client's ability to independently access alternative resources to address needs 3.3 Conduct research to establish an informed plan of action 3.4 Evaluate any barriers that may restrict the client's ability to meet identified goals and determine strategies to minimise their impact 3.5 Plan actions that are within client's financial resources 3.6 Convene and/or participate in case conferences with services providers and/or family, carers, natural supports and relevant others 3.7 Seek and obtain the client's consent to undertake any referrals to other services and/or organisations 3.8 Provide the client with timely information about available service options and support them to make informed decisions and exercise choice in all stages of the case management process 3.9 Document the client's goals and determine how effectiveness of interventions will be measured and evaluated
4. Monitor service provision and coordination	4.1 Communicate with service providers to discuss the case management plan, identify problems and adjust as necessary 4.2 Advocate for service system improvements and identify and communicate gaps and/or inadequate services to program managers 4.3 Make adjustments to services, supports and resources according to client's needs and financial parameters 4.4 Document and report to relevant organisation or funding body the implications from any variations to expected plan
5. Evaluate client outcomes	5.1 Undertake periodic reassessment and evaluation of outcomes against expected outcome 5.2 Obtain information from clients, service providers, funding bodies and case managers to determine progress and evaluate against identified goals in the plan 5.3 Evaluate the effectiveness of plan adjustments to address client's ongoing situation and changing needs 5.4 Evaluate the effectiveness of case management processes and service delivery, including client satisfaction and costs against benefits 5.5 Work with the client to evaluate ongoing support needs to meet their goals, including review of parameters for disengagement 5.6 Evaluate financial outcomes of adjustments to plan 5.7 Identify opportunities for the client to maintain or develop independence from any aspect of the plan 5.8 Document and report client outcomes and satisfaction in accordance with organisation requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM002 Implement case management practice

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Removal of Duplicate performance criteria. Equivalent outcome
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

implemented case management practice for 3 complex cases involving people with a diverse range of issues, goals and barriers

Knowledge 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:

case management practice and approaches, including:

client-centred

evidence-based

holistic

inclusive

strength-based

case management models and practices literature and current literature in area of practice

current national standards for practice of case management

wide range of services and resources available to clients

components of service delivery system

funding processes and bodies related to provision of relevant services and resources

characteristics and needs of identified client population

nature and significance of service setting

legal and ethical considerations relevant to case management and how these are applied in organisations and individual practice:

professional standards

code of ethics

duty of care

voluntary assumption of risk

informed consent

privacy, confidentiality and disclosure

mandatory reporting

documentation requirements and practices

complex case management processes, including:

complexity of client circumstances or needs

complex range of issues involved in addressing client needs

involvement of multiple service providers

longevity of case management process

family relationship problems

1 or more of the following issues; social, economic, housing and health

complex client needs, including:

needs requiring multiple service types with heightened needs for collaboration between service providers

a range of needs that may not be met by currently available services and resources

family and/or carer needs that require additional services

unstable health conditions

housing and/or financial problems

alcohol and/or drug use

barriers that may restrict client's ability to meet identified goals, including:

physical, mental or emotional issues or events

legal or regulatory constraints

incidents or accidents

cultural issues

service provider issues

eligibility criteria

housing

financial problems

alcohol and/or drug use

health

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 management plans

modelling of industry operating conditions, including:

scenarios that reflect standard operating conditions and contingencies

links to other local service agencies or organisations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM003 Work with carers and/or families in complex situations

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to identify and address the needs of carers and/or families in complex situations.

This unit applies to work in a range of health or community sector contexts, particularly in client assessment and case management, working with clients who have complex needs and require complex solutions.

Workers at this level will demonstrate autonomy, well-developed judgement, adaptability and responsibility and are typically already experienced in working intensively with clients requiring support.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify and address the needs of carers and/or families	1.1 Work with carers and/or families of clients with complex needs to clarify their own needs and identify available support options 1.2 Provide information to assist carers and/or families and meet their needs 1.3 Recognise the multi-dimensional and dynamic nature of caring relationships and respond appropriately to support individual relationships with each client 1.4 Observe changes in the caring relationship over time and respond appropriately to those changes to address needs of both carers and/or families and client 1.5 Recognise the key risk factors of the care relationship and respond appropriately to address these 1.6 Treat carers and/or family with dignity, respect and sensitivity to cultural issues and expectations in the caring relationship 1.7 Inform service providers of specific identified needs of carers and/or families 1.8 Identify the needs of children with parents with complex needs and apply strategies to address these needs 1.9 Identify when children have adopted the caring role and ensure young carer’s needs are addressed
2. Involve carers and/or families in assessment and planning processes	2.1 Consult with the client to clarify and agree on the role and involvement of primary carers and/or family members in the decision-making and service delivery processes 2.2 Assess the care relationship and address the needs and areas of conflict of the client and carers and/or families 2.3 Inform carers of their role and rights in assessment of the client, planning, decision-making and their right to a separate carer assessment 2.4 Undertake a carer assessment that empowers and strengthens carer relationships with service providers 2.5 Provide carers with clear information of available services and choices, so they are informed participants in the planning process 2.6 Consult with all organisation representatives involved in assessment and planning in complex situations to clarify carer and/or family involvement 2.7 Check services are provided in a manner that recognises and optimises the caring relationship and maximises each person's strengths; achieves their goals and addresses their identified needs 2.8 Maximise agreed involvement of carers and/or family in assessment and planning processes and decision-making 2.9 Share and update information with carers and/or family
3. Involve carers and/or family and other natural support in monitoring client plan implementation	3.1 Confirm carers and/or family understand the client-identified goals and the role planned services, support and resources have to achieve those goals 3.2 Confirm carers have identified their own goals and the role planned services, support and resources have to achieve those goals 3.3 Listen to observations of the client, carers and/or family about aspects of services provided to achieve goals 3.4 Maintain effective rapport and communication with carers and/or family to support disclosure of information about delivery of services and resources in line with plan 3.5 Maintain collaborative relationships with carers and/or family and other natural supports so that they continue to provide the desired support to the client 3.6 Work with carers and/or family to identify barriers to implement plans and potential adjustments to best meet each person's needs
4. Review and monitor carer and/or family involvement and satisfaction	4.1 Discuss with carers and/or family their satisfaction with how they have been informed and involved 4.2 Evaluate how carer and/or family involvement has contributed to or impacted on achievement of client goals 4.3 Use ongoing feedback and findings to adjust approach to inclusion of carers and/or family members

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM003 Work with carers and/or families in complex situations

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

demonstrated appropriate inclusion of 3 carers and/or families or other appropriate supports in assessment, planning, implementation and review processes related to the provision of services and resources to support the care relationship in complex situations

Knowledge 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:

documentation requirements and practices

legal and ethical considerations for working with families and/or carers in complex situations and how these apply to organisation policies and procedures and individual practice, including:

professional standards and codes of ethics

practitioner/client boundaries

rights and responsibilities of client, carer, family and other significant supports

non-malfeasance

mandatory reporting

significance of service delivery setting, such as working in the client's home

the nature of the family care relationship and family dynamics and how this might impact on service delivery and achievement of client goals

mediation, conflict resolution and problem solving techniques

risks to the care relationship, including:

conflict in relationships with family or service providers

high intensity care

high levels of carer stress

loss of formal or informal supports

multiple competing role demands

deteriorating carer health

deteriorating health or behaviour of the client

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

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM004 Coordinate complex case requirements

Modification History

elease	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Establish coordination function	1.1 Work with the client and other services to determine the service provision requirements 1.2 Negotiate collaborative working arrangements for all services involved 1.3 Develop a plan to identify all available services, their appropriateness, timeframes and expected outcomes 1.4 Work with the services to agree coordination requirements and boundaries
2. Support the client to access multiple services	2.1 Identify, implement and maintain duty of care responsibilities 2.2 Provide information to the client about the coordination role 2.3 Work with the client to establish communication requirements 2.4 Assess need and arrange interpreter, according to clients needs 2.5 Work with the client and other services to identify barriers to attaining outcomes 2.6 Work with the client to prioritise needs and communicate these with service providers 2.7 Facilitate case conference and meetings to coordinate responsibilities and roles 2.8 Work with other services to minimise client confusion and concerns in a coordinated manner
3. Monitor client progress	3.1 Facilitate communication between service providers to identify and manage service duplication 3.2 Work with the client and services to monitor progress toward outcomes 3.3 Obtain client feedback about services 3.4 Identify and implement further support required to meet changing needs and progress towards outcomes

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM004 Coordinate complex case requirements

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

planned and coordinated multiple resources, services and supports for 3 clients with complex needs

Knowledge 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

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM005 Develop, facilitate and review all aspects of case management

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to undertake case management meetings to plan, monitor and review service provision.

Workers at this level work autonomously and are responsible for own outputs within organisation guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1.Determine appropriate response to case management in accordance with organisation and legislative requirements	1.1 Develop and utilise case management processes in accordance with statutory requirements 1.2 Implement appropriate processes to enable the client to set goals and participate in case management processes 1.3 Integrate appropriate cultural considerations into all aspects of case management planning 1.4 Provide information on rights of appeal and avenues of complaint so the client understands rights and responsibilities
2. Conduct case management meetings	2.1 Facilitate information sharing with the client and establish an appropriate rapport 2.2 Identify and agree client and worker roles, responsibilities, boundaries and processes of service delivery 2.3 Determine and agree organisation, family and community needs, responsibilities and rights
3. Develop an appropriate case management plan	3.1 Collaborate with the client to identify strengths, abilities and goals and develop an agreed approach to case management 3.2 Develop a case management plan to reflect initial assessment of needs 3.3 Work with the client to identify the full range of immediate, short and long term needs of the client and other relevant parties 3.4 Establish and agree on processes to monitor and change case plan 3.5 Identify strategies to deal with complex or high risk situations 3.6 Match requirements of case plan to experience, workload and geographical location of worker or service provider 3.7 Assist clients to set and achieve realistic targets for change or action and to take personal responsibility
4. Monitor and review case work activities and processes	4.1 Implement strategies to regularly monitor the effectiveness of case management processes against agreed goals, service provision and client and stakeholder satisfaction 4.2 Assess the need for changes in case plan and develop strategies for appropriate alternatives and/or ongoing interventions 4.3 Negotiate with relevant parties any proposed changes arising from case review 4.4 Document all case work interventions in compliance with evidence based practice and confidentiality requirements 4.5 Implement case closure in accordance with organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM005 Develop, facilitate and review all aspects of case management

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed, facilitated and reviewed all aspects of case management for 3 clients

Knowledge 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:

evidence based practice requirements

approaches to service delivery, including:

strength-based

rights-based

person-centred

needs-based

contemporary behaviour change models, practices and interventions

privacy and confidentiality

formal meeting processes

relevant organisation and regulatory standards, policy, procedures, legislation and statutory mandates

risks and responsibilities relating to duty of care for:

child protection

domestic violence

suicide

elder abuse

disabilities

considerations, protocols, history and special needs of diverse client populations, including:

culturally and linguistically diverse (CALD)

Aboriginal and/or Torres Strait Islander people

people with disability

lesbian, gay, bi-sexual, transgender, intersex (LGBTI)

people experiencing or at risk of homelessness

older people

children and young people

family structure, dynamics, communication and decision-making

relevant documentation protocols

monitoring and review processes

range of available services

rights, roles and responsibilities of people within the decision making process

the impact of values systems of worker, client and key stakeholder on outcomes

ways of addressing experience, skills values and development of participants

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

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM006 Provide case management supervision

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCM605 CHCCM504 Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge to take a leadership role in the delivery of quality case management. This includes disseminating information and providing advice on practice issues relating to case management within the organisation.

Workers at this level work autonomously and are responsible for own outputs within broad but defined organisation guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Develop and promote practice standards	1.1 Develop standards of practice and promote to workers 1.2 Identify strategies for continuous improvement which relate to case management practice and integrate into work systems 1.3 Implement appropriate training and development strategies to maintain currency with accepted best practice and relevant legislation 1.4 Work collaboratively with workers to develop individual reflective and ethical practice strategies
2. Support and lead colleagues in case management practice	2.1 Provide support, practice advice and direction consistent with organisation service and professional standards 2.2 Challenge and support worker to ensure casework plans and actions are up to date, evidence based and in line with organisation procedures and legislative requirements 2.3 Implement strategies to provide workers with access to casework consultation with other workers to maximise their effectiveness 2.4 Implement strategies to provide workers with access to, and consultation with, culturally specific workers 2.5 Access and apply specialist practice knowledge in the workplace and provide supervision to workers around the achievement of case work objectives 2.6 Advise worker on the full range of legislative provisions relevant to case management, and worker and organisation responsibilities
3. Provide practice advice on complex cases	3.1 Analyse and assess case management plans and provide feedback and advice in relation to options for implementation and further development 3.2 Advise workers on organisation processes to collect information from key stakeholders that contributes to continuous improvement 3.3 Update workers on changes to legislation, policy and organisation procedures 3.4 Routinely monitor progress on case plans and recommend changes, as required, to improve outcomes and quality of service delivery 3.5 Implement stakeholder consultation strategies for specialist information and options for future action 3.6 Escalate and refer client issues beyond role in accordance with organisation requirements
4. Reflect and improve on own supervision provision	4.1 Evaluate own supervision in consultation with peers and senior colleagues 4.2 Identify areas for improvement and opportunities for development 4.3 Escalate and refer supervision issues beyond role in accordance with organisation and role requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM006 Provide case management supervision

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCM605 CHCCM504 Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

led and advised at least 2 case workers on a complex case, including

providing direction, support, recommendations and advice

promoting best practice

monitoring case progress

Knowledge 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:

legal and ethical considerations relevant to case management supervision and how these are applied in organisations and individual practice:

duty of care

mandatory reporting

privacy, confidentiality and disclosure

complaints

codes of practice and ethics

theory and practice of case management and supervision

practice model of supervision

own value base and belief system

cultural competence

culturally specific workers and how to access

responsibilities and responses to client risks

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

interactions with case workers

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM007 Undertake case management in a child protection framework

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to apply all aspects of case management in which case plans are developed and implemented to address specific client needs and achieve client goals within a child protection framework.

Workers at this level work autonomously and are responsible for prioritising own outputs within defined organisation guidelines.

This unit applies to work in a range of health and community service 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Establish client need and/or risk	1.1 Assess the client’s needs and risks in accordance with organisation procedures 1.2 Develop written assessment plan to reflect the client’s needs 1.3 Clearly explain the worker's role and purpose to the client 1.4 Identify, assess, and prioritise information relevant to the client’s circumstances 1.5 Ensure communication with the client is of a level, type and manner appropriate to the individual and nature of the issues raised 1.6 Provide information to the client regarding the intervention process, their rights of appeal and how to use avenues for complaint
2. Develop a case management plan	2.1 Identify support and prevention strategies that promote and meet the needs of the family 2.2 Build into the case plan the client’s strengths and protective factors 2.3 Develop case plan in partnership with the client 2.4 Collect information on a range of suitable intervention strategies to address immediate, short and longer term needs of clients 2.5 Explore a full range of options for addressing the client’s needs and integrate client preferences into planning 2.6 Work collaboratively to prioritise case management goals and objectives and negotiate and agree processes with the client 2.7 Negotiate goals, actions and timelines for the case plan in concrete, specific terms 2.8 Define roles, responsibilities and accountabilities for clients, stakeholders, workers and service providers 2.9 Explore and develop contingency plans 2.10 Integrate cultural considerations into goal setting and negotiation of timelines 2.11 Establish communication, review and evaluation systems 2.12 Document case plan and distribute to all parties
3. Implement case plan	3.1 Implement practical arrangements to support clients and stakeholders 3.2 Utilise established communication processes and protocols to make referrals 3.3 Identify roles, responsibilities, outcomes and processes involved in intervention and discuss with the client and service provider 3.4 Develop contracts with external service providers and agree on time and resource constraints 3.5 Identify review activities and negotiate with the client, service providers, and significant others 3.6 Record information in a manner consistent with organisation procedures and policies
4. Establish review and evaluation systems	4.1 Set up appropriate evaluation processes for ongoing implementation of the plan 4.2 Assess and document progress towards the achievement of goals with the client and service providers 4.3 Assess the need for ongoing intervention 4.4 Negotiate with relevant parties proposed actions and timelines to arise from case review 4.5 Complete all relevant reporting procedures in accordance with organisation requirements 4.6 Undertake appropriate consultation with supervisor at key decision-making points
5. Plan and participate in case conferences or protection meetings	5.1 Convene case conference or protection meetings when they are judged to be the most effective case management decision-making strategy for the needs of the client or in line with legislative and organisation requirements 5.2 Clearly identify and explain purpose of case conference or protection meeting to clients and other stakeholders 5.3 Establish agenda that clearly outlines purpose, participants, venue, date, time and process 5.4 Identify key persons and request they attend the conference or make reporting arrangements 5.5 Undertake work to prepare the client for the case conference or protection meeting 5.6 Implement processes to ensure the client and/or family can participate in the decision-making process 5.7 Anticipate areas of conflict and facilitate resolution 5.8 Identify and respond to participant needs for interpreters and other support 5.9 Arrange attendance of delegated decision-makers 5.10 Provide information equally to all parties 5.11 Prepare case history in accordance with agency requirements 5.12 Nominate and brief a chairperson and minute taker 5.13 Identify, negotiate and record outcomes
6. Work with agencies to meet the client’s needs	6.1 Identify appropriate service providers 6.2 Develop and maintain working relationships with relevant community groups 6.3 Access inter-agency protocols and guidelines and integrate into case management 6.4 Clarify the nature of advocacy and support required by the client 6.5 Explain the range of interventions and reason for referral and clarify and negotiate agreement with the client, service providers and significant others 6.6 Discuss with the client all representations made on their behalf to the service provider 6.7 Ensure all information is kept in confidence and in-line with organisation policy and legislation 6.8 Maintain links with service, client and other relevant parties and evaluate progress by achievement of goals
7. Undertake case closure	7.1 Analyse achievements of case plan goals against performance indicators and document 7.2 Identify reasons for case closures 7.3 Negotiate case closure with the client and relevant agencies 7.4 Advise relevant parties in writing of decision to close case 7.5 Take into account the needs of the client throughout case closure and allow the client to reflect on past interventions

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM007 Undertake case management in a child protection framework

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

applied all aspects of a structured case management framework to statutory child protection work for 3 clients, including:

interpreting and applying legislation, policies, procedures, standards and statutory obligations

responding to and managing crisis

developing and assessing actions appropriate for intervention

collecting and assessing information

documenting plans

closing cases

Knowledge 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:

legal implications and responsibilities of statutory work

state and federal jurisdictions, including all courts within the jurisdictions

child protection policy and procedures, including inter-agency protocols

legislation relevant to child protection, including family court protocols, practice and policy guidelines (legal definitions of abuse)

risk assessment, comprehensive psychosocial assessment and family assessment

indicators of harm, types of harm, definitions and dynamics of harm

theories on vulnerability and resilience of children

change process

stages of child development

workings of court, legal systems and legal processes

legal implications of material collected through interviews

family dynamics in different cultures

recording and reporting systems

how to access interpreters for clients and their families who are from a non-English speaking background or who are hearing or speech impaired

child centred practices including:

engaging in direct work with children and young people

providing an advocacy role on behalf of children and young people

different, and range, of stages of development (including attachment) and how that can inform intervention and planning

the child or young person is an active participant throughout the case management process

children and young people are part of families and communities

safeguarding children cannot be separated from promoting their welfare

the role of prevention and early implementation strategies in protecting and supporting children

cultural considerations including:

indigenous and ethnic considerations

power relationship structures

rituals, beliefs, hierarchies and practices

community politics

gender

parenting practice and family dynamics

support and prevention strategies

rights of appeal mechanisms

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

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM008 Undertake advanced client assessment

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to undertake initial and ongoing client assessments, to determine eligibility, priority and need for services as part of a case management process or as part of an assessment service.

Workers at this level will demonstrate autonomy, well-developed judgement, adaptability and responsibility and are typically already experienced in working intensively with clients requiring support.

This unit applies to work in a range of health and community service 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Prepare for initial assessment	1.1 Prepare for broad-based holistic assessment of the client’s needs based on referral or other documentation in line with organisation policy and procedures 1.2 Establish rapport with client and obtain their consent to participate in the assessment process 1.3 Identify additional stakeholders, including carers, natural supports and/or family members, whose input will assist the client in assessment process and outcomes 1.4 Identify the range of information, products and resources to be utilised in the assessment process 1.5 Work with the client to collaboratively identify opportunities to build on strengths, improve functional capacity, and participate in social and community activities 1.6 Organise appropriate time and place for assessment in conjunction with the client and carers, support workers and/or family 1.7 Identify and agree on appropriate assessment tools and processes according to organisation policy and procedures 1.8 Explain privacy and confidentiality principles, practices and procedures 1.9 Access and brief interpreter or cultural specific workers
2. Conduct assessment	2.1 Communicate with all people involved in the assessment in a language or form they understand 2.2 Clearly explain the assessment process and how information is used, including legal requirements and organisation policy and processes for mandatory reporting 2.3 Implement risk assessment processes and stratify risks to determine interventions based on client circumstances, needs and interests 2.4 Involve the client, their carers, natural supports, and/or family in the assessment process in a way that empowers the client and is in accordance with the client’s preferences 2.5 Use appropriate assessment tools and processes to identify, clarify and prioritise complex or multiple needs of the client, their carers and/or family 2.6 Collect and document information about the client, according to organisation requirements 2.7 Collaborate with stakeholders and service providers to avoid duplication experienced by the client and to share information and resources 2.8 Assist those involved in the assessment to identify and prioritise the client’s goals, needs and any risk factors 2.9 Where carers and/or families are involved, ensure the assessment focuses on, and strengthens the relationship, rather than treat the individual in isolation 2.10 Inform carers and/or family about their role and rights in the assessment and decision-making processes, including their right to an assessment of their own needs 2.11 Identify and assess work health and safety (WHS) risks and issues potentially associated with service and resource delivery 2.12 Implement risk management processes to maintain safety of client and others involved in the assessment, including workers
3. Respond appropriately to diversity	3.1 Use assessment processes and practices designed to build trust and confidence to work with mainstream services 3.2 Use assessment processes that are non-discriminatory and appropriate for each distinct but potentially overlapping population 3.3 Provide equitable access and culturally competent assessment processes for culturally and linguistically diverse (CALD) and Aboriginal and/or Torres Strait Islander people 3.4 Provide appropriate interpreter support according to organisation protocols 3.5 Where appropriate, build and maintain relationships with ethno-specific and multicultural organisations 3.6 Where appropriate, build and maintain relationships with Aboriginal and/or Torres Strait Islander communities and organisations and involve representatives in the assessment processes
4. Respond appropriately to people with different levels of needs, including people with complex needs	4.1 Support people with complex needs and circumstances and facilitate access to assessment 4.2 Develop and maintain inter-organisation relationships and agreements to address the client, family and/or carer needs 4.3 Recognise the need for secondary consultation, medication administration and monitoring or additional specialist assessment, including those undertaken by a specified health professional 4.4 Identify and refer when the client’s health is unstable to ensure the appropriate multi-disciplinary approach is applied 4.5 Identify and build on the client’s motivation to improve their functional capacity and set their own goals
5. Undertake ongoing assessment and review	5.1 Respond appropriately to informal monitoring of health and well being of all parties involved in the assessment processes 5.2 Undertake regular and systematic reviews to ensure assessed needs of clients are addressed effectively 5.3 Use regular reviews to re-prioritise client needs for service and to ensure equitable access based on ongoing appraisal of prioritised needs 5.4 Undertake reassessment of the client’s needs as specified in the client’s plan or as required by personal circumstances or changes in client or carer health 5.5 Maintain communication with all parties and document and report throughout processes, according to organisation protocols

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM008 Undertake advanced client assessment

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken broad-based assessments of 3 clients, including:

involving their carers, natural supports and/or family members in accordance with client preferences

maintaining a focus on service delivery within the community sector to optimise their functional capacity and participation in social, community and daily living activities

responded to the requirements of 3 people presenting with high level needs or complex circumstances, including:

making evidence-based judgments about the person’s needs

selecting appropriate internal and external services that match the client’s needs

collaborating with multi-disciplinary team

determining and implementing referral requirements

Knowledge 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:

roles, responsibilities and boundaries of own work role and of other organisations and personnel providing assessment and related services

validity and reliability requirements for assessment

client risk assessment and risk stratification

assessment tools, processes and protocol requirements

appropriate assessment tool to determine developmental status, family, housing, financial situation, natural supports, health, social relationships, ability to undertake activities of daily living, cognitive capacity and relevant issues or concerns

assessment approaches and practices related to identifying needs for delivery of services and resources in the community sector

organisation policy and procedure associated with individual assessment

processes applying to multi-organisation assessments and relevant inter-organisation relationships and agreements

reporting requirements of individual assessment

consent requirements for dissemination of a client’s assessment results and associated privacy and confidentiality principles and practices

aspects of human development theories throughout the lifespan, including:

physical

psychological

cognitive

social

affective

client development status

characteristics and needs of identified client population

policy and planning context and systems of funding and providing services

professional standards and code of ethics

government legislation, regulations, standards and policies

own values and how they relate to organisation requirements and clients

documentation requirements and practices

current research in assessment practice

work health and safety (WHS), risks, issues and associated risk management practices and how to assess these

strategies to provide equitable access and culturally competent assessment processes for culturally and linguistically diverse people (CALD); Aboriginal and/or Torres Strait Islander people and lesbian, gay, bi-sexual, transgender and intersex (LGBTI)

relevant ethno-specific, multicultural and Aboriginal and/or Torres Strait Islander organisations and their role in linking within the service system

accurate and non-discriminatory information about the health risks and assessment procedures that are appropriate for each distinct but potentially overlapping population

the significance of setting, including working in the client's home

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

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDEV001 Confirm client developmental status

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to review the developmental status of a client. Note that the client may be a child or a young person.

Work at this level may require guidance and/or supervision from appropriately qualified personnel, especially where provision of direct client services is involved.

This unit applies to people working in a range of community service contexts including: juvenile justice, alcohol and other drugs services, mental health, and child protection.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Apply knowledge of human development to check client’s developmental status	1.1 Observe and/or question the client appropriately to obtain information about client’s developmental status 1.2 Review any available documented information about the client’s developmental status 1.3 Consult with the client’s carer, family or significant others to gather relevant information where appropriate 1.4 Apply knowledge of lifespan development theories to clarify client’s development status
2. Identify developmental issues	2.1 Recognise factors that may have impacted on appearance and behaviour of the client 2.2 Clarify suitability of community services being delivered in relation to client’s developmental status 2.3 Consult appropriate person/s to clarify concerns about client’s developmental status
2.4 Identify potential risk factors associated with developmental issues 2.5 Recognise and refer potentially serious issues in line with organisational requirements 2.6 Document developmental issues in line with organisational policies and procedures
3. Check for and respond appropriately to specific issues	3.1 Check for any issues that may require notification, and report if necessary 3.2 Check for any indications of other issues that may impact the provision of services and/or require referral 3.3 Report and document accurately and with the detail required by the organisational policies and procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDEV001 Confirm client developmental status

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: observed and questioned at least one client and their family and documented information relevant to the developmental status of the client confirmed client’s developmental status prior to delivering services identified variations from normal development status and recognised and referred potentially serious issues in line with organisational requirements identified potential factors responsible for significant variations from normal developmental status and determined an appropriate response in terms of: appropriate referral and reporting in line with organisational requirements provision of appropriate services referred to or sought assistance from an appropriate person or authority in relation to variations from normal functioning complied with mandatory reporting requirements where appropriate.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: detailed aspects of human development throughout the lifespan, including: physical psychological cognitive social affective attachment theory key factors that may impact on the individual at identified stages of human development and their potential effects, e.g. the impact of trauma legal obligations, particularly in relation to child protection and elder abuse issues appropriate range of referral sources and associated protocols awareness of own values and attitudes and their potential impact on clients indicators of significant issues including: child abuse (i.e. different types of child abuse) abuse, neglect or harm including self-harm domestic and family violence elder abuse organisational standards, policies and procedures.

Assessment Conditions

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

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDEV002 Analyse impacts of sociological factors on clients in community work and services

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment. Removed pre-requisite.

Application

This unit of competency describes the skills and knowledge required to function independently and to plan and undertake community work and associated services.

The unit describes the application of knowledge of the broad social and cultural context in which work is planned and implemented in the community services industry.

This unit applies to workers who seek to better understand their client groups and issues that impact on the lives of their clients and hence on their delivery of services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify social and cultural issues impacting on clients in Australian society	1.1 Identify major social and cultural institutions in Australian society and their societal functions 1.2 Identify ways in which major institutions in Australian society can impact clients as individuals and as part of community and family groups 1.3 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 1.4 Identify impacts of long-term unemployment and associated issues on clients as individuals and as family members 1.5 Where relevant, identify factors associated with age in Australian society and their impact on clients as individuals and in family and community settings
2. Analyse impacts of social and cultural factors on clients	2.1 Use available information to identify and analyse social and cultural factors impacting on individual clients, groups or communities 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. Monitor impact of social and cultural factors on community work and services provided to clients	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 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 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

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDEV002 Analyse impacts of sociological factors on clients in community work and services

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment. Removed pre-requisite.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: 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.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: functions of social and cultural institutions within Australian society factors contributing to client experiences of inequality and the possible effects and consequences on their role in society effects and consequences of unemployment on clients and in our society contemporary frameworks and influences underpinning social policy political and economic theory and systems 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.

Assessment Conditions

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.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDEV003 Analyse client information for service planning and delivery

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes skills and knowledge required to develop and tailor service plans to address specific client needs. Workers are required to undertake this task with an underpinning knowledge of human development.

This unit applies to people working in a range of community service contexts. The worker may or may not supervise the work of others.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Analyse available client information	1.1 Source and interpret any results and reports from tests, observations and assessments 1.2 Observe client to consider accuracy of available reports 1.3 Identify specific social, psychological and/or developmental issues for the client 1.4 Analyse client information in relation to preparation for planning services, observing organisational requirements and protocols
2. Plan action/s to address client developmental status and identified issues	2.1 Work with client to develop an action plan to address their needs and personal circumstances 2.2 Consider life and developmental stage of client and ensure that proposed actions are appropriate 2.3 Ensure that the plan has clear actions, with agreed timelines and responsibilities, and is documented and stored in line with organisational policies and procedures
3. Implement services	3.1 Provide services in accordance with the action plan, organisational policies and procedures, and occupational health and safety requirements 3.2 Maintain current, complete, accurate and relevant records for each client contact as required by the organisation 3.3 Monitor impact of services in line with scope of own work role and organisational policies and procedures 3.4 Adjust and refine plan if circumstances change

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy - in order to analyse available client information, including test results

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDEV003 Analyse client information for service planning and delivery

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: undertaken detailed analysis of information available for at least three clients in the context of planning and delivering community services including: interpreting test results and reports reviewing social, psychological and/or developmental issues planned and delivered services appropriate to the needs and circumstances of at least three clients, in line with: specific approaches, philosophies and regimes of community service work the client’s involvement implemented, monitored and reviewed plans for at least three clients.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: stages of behavioural development indicators of mental, physical, emotional or social difficulties indicators of trauma standard tests used to measure and review individual capacity and function, e.g. I.Q. tests, WISC factors that may impact on the individual at identified stages of human development, and their potential effects legislative requirements and obligations relating to delivery of community services, including mandatory notification issues and child protection policy detailed understanding of protocols and available resources associated with service delivery and referral organisational standards, policies and procedures.

Assessment Conditions

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.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV001 Recognise and respond appropriately to domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDFV301A/CHCDFV403C. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the knowledge and skills required to identify and respond to the needs of clients who may be experiencing domestic and family violence, including responding to immediate intervention and support needs.

This unit applies to health and community service workers providing services according to established organisation procedures. These workers may not be specialised family violence workers.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Adopt work practices that support interactions with those affected by domestic and family violence	1.1 Adopt work practices that reflect the values and philosophies of domestic violence work 1.2 Plan work practices and access environments that support client and worker safety 1.3 Identify and participate in support processes for workers exposed to domestic and family violence 1.4 Apply organisation standards and procedures and comply with legislative and statutory requirements
2. Identify client needs	2.1 Explain rights and responsibilities of client and worker and promote throughout client contact 2.2 Use interpersonal skills that develop rapport and promote confidence, and full, accurate and relevant exchange of information 2.3 Show sensitivity to client’s specific needs and any cultural, family and individual differences 2.4 Assess information for complexity, urgency and eligibility so that priorities for service delivery and safety can be identified 2.5 Identify and respond to any indications of risk or threats to safety
3. Respond to client needs	3.1 Identify worker and workplace limitations in addressing and assessing client needs and make referrals or seek assistance from appropriate persons 3.2 Prioritise the physical and emotional safety of clients, their family and workers in developing responses 3.3 Negotiate and agree strategies for intervention with the client before commencing work 3.4 Provide client with information about available services for meeting their needs 3.5 Complete accurate and comprehensive records, reports and referral information according to organisation requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV001 Recognise and respond appropriately to domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDFV301A/CHCDFV403C. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

identified and responded to the needs of at least 3 clients affected by domestic and family violence, according to legal and ethical requirements

used the following interpersonal skills with clients:

questioning

active listening

rapport building.

Knowledge 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:

legal and ethical considerations (national and state/territory) for workers interacting with clients affected by domestic and family violence , and how these are applied in organisations and individual practice:

children in the workplace

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of:

workers and employers

individuals, families, the community and society to minimise or prevent domestic violence

work role boundaries – responsibilities and limitations

work health and safety

domestic violence and its context, including:

social, historical, political and economic context of domestic violence, including types and nature of domestic violence, power and gender issues, child abuse and associated criminal issues

prevalence of myths, unhelpful beliefs, attitudes and practices in the broader society regarding domestic violence and their effects on individuals’ rights to safety and autonomy

underpinning values and philosophies in responding to domestic and family violence, including:

safety and well-being of those subjected to domestic violence must be the first priority of any response

all individuals have the right to be free from violence

community has a responsibility to work toward the prevention of domestic violence and to demonstrate the unacceptability of all forms of domestic violence

all forms of domestic violence are unacceptable in any group, culture or creed

those who use violence should take responsibility for their behaviour and have access to programs to assist them change their behaviour to ensure the safety of their family

commitment to meeting the needs and upholding the rights of clients

commitment to empowering those affected by domestic violence

domestic violence is widespread and complex

domestic violence impacts on the physical, emotional, social, and financial well-being and safety of individuals in families

domestic violence and abuse has devastating effects on family members and results in significant social and economic costs to the community

the differences between responding to clients in a crisis situation and those requiring long term support

immediate needs for assessment, including:

safety and physical and emotional security

safety plans

legal or medical information and support

accommodation/transportation

safety and welfare of any children whether with client or not

organisation procedures, practices and standards for:

client assessment

allocation of services

case management

interviewing

use of resources

programmed intervention

referral

groups represented within the local community (cultural, religious, language, sexual identity, age and disability) and an understanding of the issues that arise when working with those groups

referral sources and associated protocols

own values and attitudes and their potential impact on clients.

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:

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV002 Provide support to children affected by domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV408C

Application

This unit describes the knowledge and skills required to provide support and information to children and young people living in a home where domestic and family violence occurs. It requires an awareness of the potential effects of domestic and family violence on behaviour and development.

This unit applies to health and community service workers providing services according to established organisation procedures. These workers may not be specialised family violence workers.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish confidence and rapport with children	1.1 Use interpersonal skills to establish rapport and develop a trusting relationship with the child/young person 1.2 Encourage children and young people to communicate their feelings, experiences and fear 1.3 Show sensitivity to cultural, family, individual differences and any specific needs 1.4 Conduct interactions with children/young people in a welcoming environment and atmosphere that could be considered safe by children/young people 1.5 Make children and/or young people aware of their rights, service and support options 1.6 Apply organisation standards and procedures and comply with legislative and statutory requirements
2. Explore issues and develop plans	2.1 Use interpersonal skills to ensure the needs of children/young people are accurately identified 2.2 Analyse and immediately respond to any indications of risk or threats to safety according to organisation standards and procedures and legislative and statutory requirements 2.3 Identify own limitations in assessing and addressing the child/young person’s needs and, where appropriate, seek assistance from appropriate persons 2.4 Ensure all relevant information is collected and assessed for complexity, urgency and safety, to identify priorities for service delivery 2.5 Develop and document support plans with each child/young person that take into account their needs or wishes, and, where appropriate, the wishes of their care-giver
3. Provide support, advocacy and information	3.1 Use strategies that account for children’s age, developmental level and their physical and emotional safety 3.2 Provide services and referrals to support key relationships for the child/young person 3.3 Put in place mechanisms that support appropriate parenting 3.4 Provide support services and information to the family according to individual needs 3.5 Provide short term follow up to the child/young person to help maintain their safety and to address any further needs 3.6 Advocate, where appropriate, for the child/young person’s needs and rights to safety in interactions with the care-giver 3.7 Complete record-keeping and reporting in accordance with organisation standards and procedures and legislative and statutory requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV002 Provide support to children affected by domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV408C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided support to at least 3 children affected by domestic and family violence according to legal and ethical requirements using a process of:

establishing a relationship with the child

exploring issues and concerns

developing a support plan

providing ongoing support and information

identified and responded appropriately to 3 different situations where there are immediate safety concerns

used age-appropriate interpersonal and communication skills when interacting with children, including:

questioning

active listening

rapport building

storytelling

used age-appropriate resources and techniques, including:

information resources

physical resources

activities.

Knowledge 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:

legal and ethical considerations (national and state/territory) for working with children affected by domestic and family violence, and how these are applied in organisations and individual practice:

codes of conduct

duty of care

human rights

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of:

workers and employers

individuals, families, the community and society to minimise or prevent domestic violence

specific legislation that applies, including:

child protection

work role boundaries – responsibilities and limitations

work health and safety

potential effects of witnessing/experiencing domestic violence on children and young people including the effects on their overall development

age and developmentally appropriate resources and strategies

development and language levels of children at different stages/ages

the links between domestic violence and other forms of child abuse such as sexual abuse, physical abuse, psychological abuse and neglect

services available for children/young people and their families

organisation procedures, practices and standards for:

client assessment

allocation of services

case management

interviewing

use of resources

programmed intervention

referral

factors related to domestic violence victimisation that impact upon the care-giver’s ability to parent effectively

groups represented within the local community (cultural, religious, language, sexual identity, age and disability) and an understanding of the issues that arise when working with those groups

referral sources and associated protocols

own values and attitudes and their potential impact on clients.

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:

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with children.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV004 Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV406C

Application

This unit describes the skills and knowledge required to establish and maintain community relationships, work within cultural protocols and support people who have been affected by domestic and family violence. It requires sensitivity and understanding of diverse cultural protocols and practices, including appropriate interpersonal and networking skills.

This unit applies to community services workers providing services in Aboriginal and/or Torres Strait Islander communities.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and maintain relationship with community	1.1 Establish and maintain relationships with key people in a community to promote services and to develop respect, acceptance, confidence and credibility 1.2 Identify and respect restrictions and protocols regarding communicating and relating with the community and its members 1.3 Support community programs which meet the needs identified by clients 1.4 Collect and review local information to identify the requirements of the community in relation to domestic and family violence issues 1.5 Provide feedback to the community and individuals in relation to information collected 1.6 Respect and encourage the value of community, elders and kinship system as a social support mechanism and use when appropriate with client consent
2. Work within cultural requirements	2.1 Ensure information provided is linguistically, visually and culturally acceptable to the community 2.2 Identify and recognise different views of the community and consider in planning any support activities 2.3 Adapt work processes to meet requirements of the community and specific needs of individuals 2.4 Use values, issues and structures within the community to maximise outcomes for clients 2.5 Work with the whole family including perpetrators, siblings, extended family and community members according to individual needs 2.6 Make work consistent with organisation standards and procedures, current legislative and statutory requirements, and community practices
3. Support clients	3.1 Prioritise physical and emotional safety of clients and safety of their families 3.2 Use interpersonal skills that facilitate accurate and relevant exchange of information and to make sure individual stories are heard, accepted, understood and validated 3.3 Provide the individual with feedback to ensure accuracy and appropriate interpretation of their stories 3.4 Identify, assess and respond to any indications of risk or harm according to the degree and nature of the risk and the client’s wishes and circumstances 3.5 Explain and promote client and worker rights and responsibilities throughout client contact 3.6 Complete record-keeping and reporting according to organisation standards and procedures and confidentiality requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV004 Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV406C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided domestic and family violence support in accordance with legal and procedural requirements in at least 1 Aboriginal and/or Torres Strait Islander community, and to at least 3 different clients

provided services in ways that reflect understanding of Aboriginal and the Torres Strait Islander concepts of domestic and family violence

used and adapted the following interpersonal and communication skills to suit specific community cultural and linguistic needs:

questioning

active listening

storytelling

rapport and relationship building.

Knowledge 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:

legal and ethical considerations (national and state/territory) for workers interacting with clients affected by domestic and family violence in an Aboriginal and/or Torres Strait Islander context, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of:

workers and employers

individuals, families, the community and society to minimise or prevent domestic violence

work role boundaries – responsibilities and limitations

work health and safety

domestic violence and its context, including:

social, historical, political and economic context of domestic violence, including types and nature of domestic violence, power and gender issues, child abuse and associated criminal issues

prevalence of myths, unhelpful beliefs, attitudes and practices in the broader society regarding domestic violence and their effects on individuals’ rights to safety and autonomy

impacts of cultural, sub-cultural, social, religious, gender, age, language issues etc on attitudes towards domestic and family violence in Aboriginal and/or Torres Strait Islander communities

social, historic, spiritual and environmental factors which have an impact on the lives of the community and which are reflected in community relationships and practices

key people and groups within the community and relevant protocols and restrictions for consultation and decision-making

community development principles and strategies and their application

ways to gain community acceptance

cultural and language groups represented within the local/regional community, and a respect of their values, beliefs and traditions

how to communicate with the community (adaptation of language, verbal and non-verbal, local language)

domestic and family violence indicators and procedures for undertaking assessment of client needs

organisation procedures, practices and standards for:

client assessment

allocation of services

case management

interviewing

use of resources

programmed intervention

referral

community involvement

structural barriers and their impact e.g. institutional racism and their effects on Aboriginal and Torres Strait Islander People accessing services

Aboriginal and/or Torres Strait Islander kinship systems

own values and attitudes and their potential impact on clients.

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:

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with Aboriginal and/or Torres Strait Islander people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV005 Provide domestic and family violence support in non-English speaking background communities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV407C

Application

This unit describes the skills and knowledge required to establish and maintain community relationships, work within cultural protocols and support people who have been affected by domestic and family violence. It requires sensitivity and understanding of diverse cultural protocols and practices, including appropriate interpersonal and networking skills.

This unit applies to community services workers providing services in non-English speaking background communities.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and maintain relationship with community	1.1 Establish and maintain relationships with key people in a community to promote services and to develop respect, acceptance, confidence and credibility 1.2 Identify and respect restrictions and protocols regarding communicating and relating with the community and its members 1.3 Support community programs which meet the needs identified by clients 1.4 Collect and review local information to identify the requirements of the community in relation to domestic and family violence issues 1.5 Provide feedback to the community and individuals in relation to information collected 1.6 Respect and encourage the value of community, respected members and extended family members as a social support mechanism, and use when appropriate with client consent
2. Work within cultural requirements	2.1 Provide information which is culturally sensitive and appropriate about the services available in relevant languages and in mediums accessible to people from culturally and linguistically diverse backgrounds 2.2 Develop links with people from various cultural groups to make sure that the services available are responsive to their needs 2.3 Use values, issues and structures within the community to maximise outcomes for clients 2.4 Make work consistent with organisation standards and procedures and current legislative and statutory requirements, and community practices 2.5 Adapt work processes as appropriate to meet any specific client needs 2.6 Use interpersonal skills that are consistent with community practices and standards
3. Support clients	3.1 Prioritise clients’ physical and emotional safety in all dealings 3.2 Use interpersonal skills that facilitate accurate relevant exchange of information and to ensure individual stories are heard, accepted, understood and validated 3.3 Analyse and respond to any indications of risk or harm according to the degree and nature of the risk and the client’s circumstances 3.4 Explain and promote client and worker rights and responsibilities throughout client contact 3.5 Use techniques to empower individuals to resolve their issues through enhancing skills and self-esteem 3.6 Identify and access support through working with others in the community 3.7 Complete record-keeping and reporting according to organisation standards and procedures and confidentiality requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV005 Provide domestic and family violence support in non-English speaking background communities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV407C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided domestic and family violence support in accordance with legal and procedural requirements in at least 1 non-English speaking community, and to at least 3 different clients

provided services in ways that reflect understanding of the culture of the community in relation to domestic and family violence

used and adapted the following interpersonal and communication skills to suit the specific community cultural and linguistic needs:

questioning

active listening

storytelling

rapport and relationship building

worked with an interpreter on at least 1 occasion.

Knowledge 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:

legal and ethical considerations (national and state/territory) for workers interacting with clients affected by domestic and family violence in non-English speaking background context, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of:

workers and employers

individuals, families, the community and society to minimise or prevent domestic violence

work role boundaries – responsibilities and limitations

work health and safety

domestic violence and its context, including:

social, historical, political and economic context of domestic violence, including types and nature of domestic violence, power and gender issues, child abuse and associated criminal issues

prevalence of myths, unhelpful beliefs, attitudes and practices in the broader society regarding domestic violence and their effects on individuals’ rights to safety and autonomy

impacts of cultural, sub-cultural, social, religious, gender, age, language issues on attitudes towards domestic and family violence

social, historic, spiritual and environmental factors which have an impact on the lives of the community and which are reflected in community relationships and practices

key people and groups within the community and relevant protocols and restrictions for consultation and decision-making

community development principles and strategies and their application

ways to gain community acceptance

cultural and language groups represented within the local/regional community, and a respect of their values, beliefs and traditions

how to communicate with the community (adaptation of language, verbal and non-verbal, local language)

domestic and family violence indicators and procedures for undertaking assessment of client needs

organisation procedures, practices and standards for:

client assessment

allocation of services

case management

interviewing

use of resources

programmed intervention

referral

community involvement

structural barriers and their impact – institutional racism and their and their effects on people from non-English speaking backgrounds accessing services

own values and attitudes and their potential impact on clients

how to communicate with the community (adaptation of language and dialects, verbal and non-verbal, spoken languages, use of interpreters)

domestic violence and community services and ethno-specific services available and more generalist non-English speaking background services within the local/regional area.

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:

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with people from non-English speaking backgrounds, including those with levels of English requiring use of interpreters.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV006 Counsel clients affected by domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV505C

Application

This unit describes the skills and knowledge required to use counselling and facilitation skills to explore client issues and identify possible options by providing a safe and supportive environment. It includes encouraging clients to be actively involved in seeking their own solutions.

This unit applies to individuals whose job role involves working with clients on personal and psychological issues associated with domestic and family violence within established policies, procedures and guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish confidence	1.1 Review existing case information as the basis for work 1.2 Use interpersonal skills to establish a professional relationship with clients based on confidence and support 1.3 Conduct interviews and interactions with clients in a safe environment and in a participatory and confidential manner 1.4 Show sensitivity to cultural, family and individual differences and any specific needs 1.5 Explain and promote rights and responsibilities of client, their family and worker throughout client contact 1.6 Mutually determine appropriate structures, timeframes and protocols 1.7 Apply organisation standards and procedures and comply with legislative and statutory requirements
2. Explore issues	2.1 Use appropriate questioning to encourage clients to explore and acknowledge their fears, concerns and personal capabilities 2.2 Encourage those who use violence to take personal responsibility for their actions 2.3 Use facilitation skills to encourage exploration of emotions and experiences that will assist in reflection of issues 2.4 Analyse and respond to any indications of risk or threats to safety according to the degree and nature of the risk to client, their family and/or worker 2.5 Explore services and resources to meet needs of client and their family in accordance with organisation standards and procedures 2.6 Provide accurate and relevant information designed to develop awareness and understanding of domestic violence 2.7 Encourage client self- determination by using opportunities which assist clients to identify issues, set personal goals and make informed choices to enhance the safety of the client and their family 2.8 Encourage clients to recognise decisions and changes needed to assist them to achieve their goals 2.9 Acknowledge progress and encourage and support self-management of issues
3. Identify future directions	3.1 Identify and document future services and support required by the client and plan their delivery in consultation with client, their family and other appropriate people 3.2 Jointly identify client information needs and agree and implement actions to satisfy these as appropriate 3.3 Provide opportunities for client and their family to obtain information and develop skills 3.4 Use questioning and reflection to assist the client to make positive choices and changes as necessary 3.5 Maintain records of participation and progress according to organisation standards and procedures
4. Evaluate own communication	4.1 Reflect on and evaluate own communication with clients 4.2 Recognise the effect of own values and beliefs on communication with clients 4.3 Identify and respond to the need for development of own skills and knowledge

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV006 Counsel clients affected by domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV505C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

counselled and collaboratively developed and documented support plans with at least 3 clients affected by domestic and family violence, using the following interpersonal communication and counselling techniques:

attending behaviours – active listening

reflection of content, summarising

questioning skills – open, closed, simple and compound questions

client observation skills

noting and reflecting skills

providing client feedback

completed a structured process of self-reflection and evaluation of own communication used during the 3 interactions.

Knowledge 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:

legal and ethical considerations (national and state/territory) for workers interacting with clients affected by domestic and family violence, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

privacy, confidentiality and disclosure and its limitations in domestic and family violence work

records management

rights and responsibilities of:

workers and employers

individuals, families, the community and society to minimise or prevent domestic violence

work role boundaries – responsibilities and limitations

work health and safety

domestic violence and its context, including:

social, historical, political and economic context of domestic violence, including types and nature of domestic violence, power and gender issues, child abuse and associated criminal issues

prevalence of myths, unhelpful beliefs, attitudes and practices in the broader society regarding domestic violence and their effects on individuals’ rights to safety and autonomy

domestic violence indicators and procedures for undertaking assessment of needs of client and client’s family

counselling techniques that will explore client issues and encourage client’s self determination to enhance client and client’s family’s safety

respectful strategies that will assist in client self-determination which enhances client and their family’s safety

organisation procedures, practices and standards for:

client assessment

allocation of services

case management

interviewing

use of resources

programmed intervention

referral

groups represented within the local community (e.g. cultural, religious, language, sexual identity, age and disability) and an understanding of the issues that arise when working with those groups

referral sources and associated protocols

self-evaluation practices, including:

how to recognise own biases

impact of own values on the counselling relationship.

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:

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve complex interactions and problem solving with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV007 Work with users of violence to effect change

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV509D

Application

This unit describes the skills and knowledge required to work with and engage users of violence to assist them to take responsibility for their violence, and to work towards changing their behaviour and enhancing the safety of their family.

This unit applies to individuals whose job role involves working with clients on personal and psychological issues associated with domestic and family violence within established policies, procedures and guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and maintain professional relationship	1.1 Review existing case information as the basis for work 1.2 Use interpersonal skills to develop an open, trusting and professional relationship and to allow accurate and relevant exchange of information 1.3 Establish and maintain contact with partner and/or family of users of violence to identify and analyse their needs 1.4 Explain and promote client and worker rights and responsibilities throughout client contact 1.5 Mutually agree and adhere to appropriate structures, timeframes and protocols 1.6 Comply with organisation standards and procedures and with legislative and statutory requirements
2. Assess capacity for change	2.1 Assess motivation and commitment of users of violence to change attitudes, beliefs and behaviour and encourage positive elements and aspects 2.2 Respectfully challenge and constructively address violent behaviour and attitudes condoning violence in an environment that promotes positive client participation 2.3 Identify and assess related issues and factors that impact directly on the user of violence, their partner and family members 2.4 Identify own limitations and strengths in addressing and assessing needs, and respond to them within a supervision framework
3. Encourage personal responsibility	3.1 Challenge users of violence and encourage them to identify their violence and its known and potential effect upon partner and family members 3.2 Encourage users of violence to take responsibility for their actions, to recognise their choices to develop skills and/or knowledge and to develop non-violent and respectful relationships 3.3 Assist users of violence to use personal exploration to identify and address opportunities and obstacles to change their attitudes, beliefs and behaviour 3.4 Assist users of violence to establish realistic goals and strategies to enhance the safety of their partner and family members 3.5 Identify and negotiate the need for specialised services or referral with users of violence and relevant people 3.6 Show respect and sensitivity to cultural and family issues and to any individual differences
4. Monitor and review progress	4.1 Monitor progress of the user of violence through self- reflection, partner and family member feedback and critical assessment by the worker and if appropriate, the criminal justice system 4.2 Identify and challenge lack of progress in taking responsibility and any re-use of violence, and develop modified strategies 4.3 Encourage users of violence to establish and maintain networks of support to assist in the development of responsible behaviour 4.4 Identify and allocate additional services and/or support needed according to availability and organisation standards and procedures 4.5 Complete and maintain documentation according to organisation standards and procedures and legislative and statutory requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV007 Work with users of violence to effect change

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV509D

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked with at least 3 users of violence and provided appropriate support to family members according to organisation, legal and ethical requirements

established, documented and monitored agreements with users of violence that include:

goals

strategies

outcomes

used the following interpersonal communication techniques appropriately with users of domestic violence:

questioning and active listening

paraphrasing

clarifying

summarising

relationship and rapport building

challenging and supportive feedback

conflict de-escalation/resolution.

Knowledge 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:

legal and ethical considerations (national and state/territory) for workers interacting with users of domestic and family violence, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of:

workers and employers

individuals, families, the community and society to minimise or prevent domestic violence

specific legislation that applies to domestic and family violence work

work role boundaries – responsibilities and limitations

work health and safety

social context of domestic violence, including power and control, motivation for change, gender, child abuse and criminal issues

behaviour and socialisation theories including those which emphasise that thinking patterns can be changed to give people acceptable and constructive alternatives to harmful behaviour

groups represented within the local community (e.g. cultural, religious, language, sexual identity, age and disability) and an understanding of the issues that arise when working with those groups

prevalence of beliefs in the broader society which condone violence, and individuals’ rights to safety and autonomy

internally and externally provided services particularly in the domestic violence field

respectful strategies that will assist clients in changing their attitudes, beliefs and behaviours

theories and concepts of planning and control procedures, resource management and risk management

interpersonal communication techniques, including:

questioning and active listening

paraphrasing

clarifying

summarising

relationship and rapport building

challenging and supportive feedback

conflict de-escalation/resolution

potential obstacles and opportunities for clients that may impact on changes in attitudes, beliefs and behaviours

referral sources and associated protocols

own values and attitudes and their potential impact on clients.

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:

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve complex interactions and problem solving with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV008 Manage responses to domestic and family violence in family work

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV811C

Application

This unit describes the skills and knowledge required to develop and manage responses to domestic and family violence in family work.

This unit applies to dispute resolution and other practitioners working with significant autonomy and self-direction in the provision of services to families impacted by domestic and family violence, both users and victims.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Analyse the impact of domestic and family violence on family work	1.1 Research and maintain knowledge of the dynamics of domestic and family violence 1.2 Assess and respond to the safety concerns of family members subject to violence 1.3 Recognise and respond to the impact of violent, controlling, intimidating and belittling behaviour on family members 1.4 Identify and respond to the behaviours and tactics of family members who use violence 1.5 Identify and respond to the impact of family domestic work on family workers
2. Work within the legal context of domestic and family violence	2.1 Recognise and analyse the legal frameworks that relate to domestic and family violence 2.2 Ensure familiarity of self and colleagues with relevant legal responses and programs 2.3 Work collaboratively and share information with other agencies and individuals to achieve better outcomes 2.4 Share information about the law and relevant programs in relation to domestic and family violence with clients
3. Implement organisation procedures that support family members to cease violent, controlling, intimidating and belittling behaviour	3.1 Establish a climate in the organisation so that interactions with family members who use violence are characterised by respect, honesty and concern for safety of others 3.2 Identify, evaluate and use accountability frameworks and practices that are relevant to specific clients 3.3 Establish referral practices and make collaboration an integral part of practice 3.4 Make information available about the impact of violence on partners, family members and children
4. Implement organisation procedures to promote safety for family members who are subjected to violence	4.1 Make information available about incidence and prevalence of domestic and family violence 4.2 Make information available about the personal impact of domestic and family violence on individuals 4.3 Make information available about the impact of violence on children 4.4 Make processes available for the creation of safety plans 4.5 Build networks with relevant service providers 4.6 Establish a climate in the organisation for appropriate disclosure
5. Align service interventions to specific clients	5.1 Analyse and use relevant family work models that are suitable for domestic and family violence. 5.2 Analyse gender and power relations in family work models and their relationship to domestic and family violence 5.3 Select and use appropriate family work models for different client experiences and issues 5.4 Regularly review impact of interventions on specific clients 5.5 Document interactions and outcomes according to organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV008 Manage responses to domestic and family violence in family work

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV811C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit according to legal and procedural requirements, and delivered services to at least 3 people affected by domestic and family violence in the workplace

conducted research into the theoretical perspectives that underpin work with people affected by domestic and family violence, sourcing and analysing information from multiple credible sources

worked with all of the following people:

users

victims

families

colleagues in other services

used the following skills when working with people affected by domestic and family violence:

goal setting and strategy development skills

questioning and active listening

counselling skills

relationship building skills.

Knowledge 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:

legal and ethical considerations for the dispute resolution process, and how these are applied in organisations and individual practice:

children in the workplace and child-focused practice

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure, including separate confidentiality strategies

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific legislative frameworks that apply to domestic and family violence

work role boundaries – responsibilities and limitations

work health and safety

ways of working collaboratively with other agencies and individuals, including:

police

legal services

allied program staff

domestic and family violence and its context, including:

social, historical, political and economic context of domestic violence, including types and nature of domestic violence, power and gender issues, child abuse and associated criminal issues

prevalence of myths, unhelpful beliefs, attitudes and practices in the broader society regarding domestic violence and their effects on individuals’ rights to safety and autonomy

types of domestic and family violence, and how these are manifested, including:

physical/sexual

emotional

economic

social

dynamics of domestic and family violence including:

power relations and controlling behaviour

impact of gender on domestic and family violence

how blame for abuse and violence may be attributed to the person who is subject to the violence leaving them feeling responsible

how the use of abuse and violence is often explained and/or excused by external circumstances, such as alcohol, unemployment

theoretical perspectives that inform domestic and family violence work with people affected by violence, including:

those that inform behaviour change programs

accountability frameworks

theories and concepts of planning and control procedures, resource management and risk management

cultural, age and language groups represented within the local community, and an understanding of cultural issues that arise when working with those groups

respectful strategies that will assist clients in changing their attitudes, beliefs and behaviours

techniques for dealing with potentially volatile clients and group situations

own values and attitudes and their potential impact on clients

potential obstacles and opportunities for clients that may impact on changes in attitudes, beliefs and behaviours.

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

information on legal requirements

organisation procedures

client information

modelling of industry operating conditions, including:

scenarios that involve complex interactions and problem solving with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV009 Establish change promoting relationship with users of domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV814B

Application

This unit describes the skills and knowledge required to establish the user’s willingness to change, confirm the user’s responsibilities and work respectfully with the user to plan and monitor changes. This relationship creates the context for the intervention and is constructed within a framework that promotes user responsibility, accountability, self-agency and direction towards change while maintaining a focus on the safety of others.

This unit applies to workers who operate with significant autonomy in therapeutic professional service roles in the community sector. The activity is self-directed.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish willingness to address violent and abusive behaviour	1.1 Analyse existing case information about the user of domestic and family violence as the basis for work 1.2 Use questioning to explore how the user understands and locates the responsibility for their violence and abuse 1.3 Encourage the user of domestic and family violence to recognise the advantages of behaving in ways that are non-violent and non-abusive 1.4 Explore the user’s aspirations for future relationships to examine how their violence undermines fulfilment of those aspirations 1.5 Characterise interactions with the user with respect, honesty and a concern for children and partner safety and in accordance with agency/organisation policies and procedures
2. Establish focus on user’s responsibility for change and conditions for intervention	2.1 Acknowledge and challenge as the focus for change the user’s understanding of the problems their violent and abusive behaviour cause 2.2 Establish a written contract for the intervention which clearly focuses on the user’s responsibility, the potential for change and the priority of the safety of children and partners 2.3 Clarify and agree on expectations for mutually respectful behaviours and use of language, including challenging by the worker
3. Use reflective practice to minimise potential for collusion	3.1 Enact and maintain accountability processes throughout the intervention process 3.2 Recognise, resist and challenge instances provided by the user for collusion 3.3 Examine own practices with the user for their potential to replicate dominant behaviours 3.4 Examine own values and attitudes towards constructions of gender to determine the potential for collusion with the user’s account of their use of violence and abuse 3.5 Maintain processes that ensure gender accountability between workers
4. Establish respectful and safe practices	4.1 Establish and maintain practices and strategies that are sensitive to the user’s experiences in relation to membership of a minority culture or experiences of injustice 4.2 Acknowledge respectfully the user’s experiences of injustice, victimisations, prejudice or discrimination while ensuring that any attribution of causality or responsibility for abusive practices to these experiences is challenged 4.3 Assist the user to seek and acknowledge evidence of respectful, just and equitable values and practices in their culture
5. Provide opportunities for the user to plan, initiate and monitor changes	5.1 Encourage the user to make and implement realistic plans to cease all forms of violent and abusive behaviour 5.2 Provide opportunities for the user to demonstrate their responsible and respectful behaviour 5.3 Encourage the user to establish and maintain active involvement in ongoing networks of support for responsible and respectful behaviour

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV009 Establish change promoting relationship with users of domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV814B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked intensively to establish relationships with at least 3 different users of domestic and family violence to assist them to change, including:

making a critical assessment of willingness to change

drafting a written contract for each intervention that clearly focuses on the user’s responsibility, the potential for change and the priority of the safety of children and partners

monitoring and critically evaluating changes in the light of information from a variety of sources, including:

the user

user’s family members

colleagues

used the following counselling skills and violence intervention models:

challenging/confrontation

negotiation

undertaken a structured process of reflection to minimise collusion based on work with 3 users of domestic and family violence.

Knowledge 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:

legal and ethical considerations for domestic and family violence work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

practitioner/client boundaries including issues surrounding potential collusion

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific legislative frameworks that apply to domestic and family violence

work role boundaries – responsibilities and limitations

work health and safety

current and emerging domestic and family violence theory and practice

gender analysis of domestic violence

tactics and politics of abuse

restrictive constructions of masculinity

theories of change

types of user responsible and respectful behaviour, including:

self responsibility

self reliance

self confrontation

separateness/independence from partner

supervision and debriefing models in community services

collaborative practice in working with users of domestic and family violence, including benefits, different models and opportunities

self knowledge, including own biases and the potential impact on work practices.

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:

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve complex interactions and problem solving with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV010 Promote accountability and assist users of domestic and family violence to accept responsibility

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDFV812B/CHCDFV813B. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV812B/CHCDFV813B

Application

This unit describes the skills and knowledge required to assist users of domestic and family violence to accept their responsibility to cease all forms of violence and abuse, accept the consequences of their behaviour and understand the impact of this behaviour on those experiencing their abuse and themselves. The established basis for the intervention is the safety of people experiencing domestic and family violence with the recognition that users of domestic and family violence are solely responsible for their behaviour and that they can choose to relate respectfully to partners and children.

This unit applies to workers who operate with significant autonomy in therapeutic professional service roles in the community sector. The activity is self-directed.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish the accountability frameworks within which the intervention takes place	1.1 Analyse existing case information about the user of domestic and family violence as the basis for work 1.2 Use questioning to explore understanding of the users of domestic and family violence of how and to whom they are accountable for behaviour 1.3 Discuss with the user of domestic and family violence the public context and potential criminal consequences of behaviour 1.4 Establish a clear understanding with the user of domestic and family violence of the framework which promotes recognition of their accountability for behaviour
2. Assess motivation for change	2.1 Explore with the user their understanding and history of how they came to be currently involved in contact with the worker/service/agency 2.2 Engage the user to explore their current dominant internal and external motivations for change 2.3 Use questions to explore blame, minimisation and denial to analyse the user’s level of ownership of responsibility for use of violence and abuse 2.4 Examine steps that may have been taken and/or future plans to determine the extent to which they support the user’s choice to act in respectful ways 2.5 Examine intensively the user’s commitment to partner and children’s safety and their willingness to comply with court orders
3. Address issues relating to child protection	3.1 Explore issues relating to the safety of children in contact with the user of domestic and family violence 3.2 Invite the user of domestic and family violence to identify and assess the impact of their actions on children in order to encourage a commitment to child safety 3.3 Clearly explain and emphasise to the user of domestic and family violence the need to comply with agency/interagency policy/protocols and laws relevant to the safety of children in issues relating to limited confidentiality 3.4 Establish ongoing and effective linkages with relevant agencies/service providers to initiate and/or support child protection actions and strategies
4. Assist the user of domestic and family violence to develop awareness of choices	4.1 Contrast the user’s understandings of the impact of violence and abuse with their goals for change 4.2 Assist the user to understand the impact of their violence and abuse on children and partners 4.3 Explore the user’s beliefs, thoughts and decisions to assist them to develop an understanding of how they contribute to their behaviour 4.4 Assist user to recognise a range of choices and outcomes that are non-oppressive and non-violent 4.5 Demonstrate respect for potential for change and reflect this in interactions
5. Monitor and evaluate change in the users of family and domestic violence	5.1 Establish and document a contract with the user to employ choices and strategies that are non-oppressive and non-violent 5.2 Establish processes with the criminal justice system and engage in ongoing communication 5.3 Continually assess the willingness of users of domestic and family violence to acknowledge and accept the consequences of their behaviour 5.4 Assess the attendance and participation of user of domestic and family violence for indicators of their accountability for behaviour 5.5 Monitor and document compliance with any legal orders and/or current legal proceedings relating to others and act according to agency/organisation guidelines or statutory requirements 5.6 Assess change in user by their self-reporting, others’ experience of their behaviour and worker observation 5.7 Evaluate change in the user using procedures that are consistent with the goals of intervention 5.8 Intensively analyse information from a range of stakeholders to assess and monitor progress against goals
6. Critically reflect on own interactions and behaviour within the intervention	6.1 Regularly undertake supervision including peer observation and review of work practices to obtain feedback on performance 6.2 Monitor and assess risk to own safety throughout the intervention and report any threats to personal safety according to agency/organisation policies and procedures 6.3 Identify and act upon any practices that may diminish the user’s attempts to take full responsibility for violence and abuse 6.4 Participate in on going activities to maintain competence including evidence-based, good practice approaches to working with users

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV010 Promote accountability and assist users of domestic and family violence to accept responsibility

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDFV812B/CHCDFV813B. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV812B/CHCDFV813B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked intensively with at least 3 different users of domestic and family violence to assist them to individually acknowledge their responsibility for their violent and abusive behaviour, including:

making a critical assessment of motivation for change

working to develop awareness of choices in the user

monitoring compliance and critically evaluating changes in the light of information from a variety of sources, including:

the user

user’s family members

colleagues in the criminal justice system

preparing reports that reflect the complexity of work with users of domestic and family violence

used the following counselling skills and violence intervention models:

challenging / confrontation

negotiation

undertaken a structured process of evaluation and reflection on interventions based on work with 3 users of domestic and family violence and integration of evidence based practice approaches.

Knowledge 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:

legal and ethical considerations for the domestic and family violence work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

practitioner / client boundaries

privacy, confidentiality and disclosure, including limited confidentiality rationale and processes

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific legislative frameworks that apply to domestic and family violence, including the following types of legal orders:

apprehended violence orders (AVO)

domestic violence orders (DVO)

violence restraint orders (VRO)

probation and parole orders

interstate orders (ISO)

child protection orders

family court orders

criminal justice system in terms of its relationship/interactions with users of domestic and family violence

work role boundaries – responsibilities and limitations

work health and safety

current and emerging domestic and family violence theory and practice

social justice theory relating to domestic violence

theories of human and social development and relationship to domestic and family violence

theories around masculinities and dominant cultures and role in domestic and family violence

issues that may be present or are explored in working with users of domestic and family violence, including:

user blaming, minimisation and denial of their actions

user attributions of responsibility for their behaviour

user ideas in relation to provocation

location of the user's violence as a choice, not psychological limitations, illness, stress, a life crisis or substance abuse

user minimisation and inconsistencies with other accounts about their use of violence and abuse

user minimisation of the history, existence, seriousness and frequency of violent actions

user minimisation of the impact of their violence/abusive behaviour

internal and external motivators for change, and how to work with these, including

internal:

feelings of shame, guilt, remorse, regret, frustration, sadness,

manipulative and coercive behaviour for resumption of relationship with partner, and/or children

preference for non-violent and respectful relating with others

desire to break historical patterns in family of origin

desire for personal change and development

external:

pressures/coercion from statutory authorities (e.g. prison)

loss of relationship

community/family/cultural/religious pressures/status (e.g. employment, social standing)

how to establish a contract for change

integrated violence intervention models

supervision and debriefing models in community services

collaborative practice in domestic and family violence, including benefits, different models and opportunities

self knowledge, including own biases and the potential impact on work practices.

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:

client information

court orders

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve complex interactions and problem-solving with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV011 Establish and maintain the safety of people who have experienced domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to work with the user of domestic and family violence with a focus on promoting the safety of others. It includes the ability to establish linkages between referring agencies, services providers, and statutory agencies including the criminal justice system to prioritise safety.

This unit applies to workers who operate with significant autonomy in therapeutic professional service roles in the community sector. The activity is self-directed.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and maintain the safety of other people as the primary focus	1.1 Analyse existing case information about the user of domestic and family violence as the basis for work 1.2 Explain and reinforce during the period of the intervention the key principles which place the safety of other people as the primary focus 1.3 Recognise and share information relevant to the safety of other people with agencies and workers throughout the intervention 1.4 Assess all interventions with the user for their impact on the safety of other people 1.5 Document and prepare case notes for the user that makes specific reference to issues affecting the safety of others
2. Make a responsibility assessment	2.1 Explain the rationale for assessment to the user in terms of its contribution to enhancing the safety of other people 2.2 Evaluate the user’s acceptance of responsibility for their actions 2.3 Explore issues of blame, minimisation and denial with the user in order to analyse ownership of responsibility for the violence and abuse 2.4 Identify, encourage and strengthen indicators which demonstrate acceptance of responsibility with the user 2.5 Identify in case notes areas where responsibility has been demonstrated, details of the user’s goals for behaviour change and the agreed processes for change
3. Undertake ongoing risk assessment	3.1 Assess risk to safety of other people during every contact with the user 3.2 Engage and explore with the user to whom or what they attribute responsibility for use of violence and abuse 3.3 Reappraise over the period of the intervention current and previous behaviours and levels of risk as indicators of future risk 3.4 Record and act upon, in accordance with policy, discrepancies between the user’s account of their potential for violence and abuse and the account of risks to others safety and other workers 3.5 Assess behaviour for evidence of recognition of responsibility and actions in minimising risk to the other people
4. Develop processes to support limited confidentiality	4.1 Provide to relevant stakeholders, a clear and comprehensive written explanation of the limits to confidentiality 4.2 Obtain written acceptance of the parameters and need for limited confidentiality from the user 4.3 Take action in response to risk according to documented protocols relating to safety of others 4.4 Maintain, over the period of the intervention, processes to respond to threats to the safety of other people
5. Establish processes for involvement of partners and children	5.1 Monitor work practices to ensure that they are consistent with statutory processes and services that promote safety of all people 5.2 Make reasonable efforts to contact the partner and children experiencing the domestic and family violence and abuse and offer information and support 5.3 Offer those that have experienced the violence and abuse opportunities to provide information to inform the intervention 5.4 Explain to those people who have experienced the violence and abuse that contact does not place them under any obligation

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV011 Establish and maintain the safety of people who have experienced domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked intensively with at least 3 different users of domestic and family, including:

establishing and maintaining the safety of other people as the primary focus of the intervention

conducting an assessment of responsibility with the user

conducting and documenting initial and ongoing risk assessment

developing and documenting processes to support limited confidentiality

establishing processes for intervention to be informed by:

partners

children

preparing reports and case notes that reflect the complexity of practices and processes used in work with users of domestic and family violence

collaborated with other services, including the criminal justice system

used the following counselling skills and violence intervention models:

challenging/confrontation.

Knowledge 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:

legal and ethical considerations for the domestic and family violence work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure, including limited confidentiality rationale and processes

records management

rights and responsibilities of workers, employers and clients

specific legislative frameworks that apply to domestic and family violence, including the following types of legal orders:

apprehended violence orders (AVO)

domestic violence orders (DVO)

violence restraint orders (VRO)

probation and parole orders

interstate orders (ISO)

child protection orders

family court order

work role boundaries – responsibilities and limitations

work health and safety

current and emerging domestic and family violence research, theory and practice

principles for working with user of domestic and family violence who behave violently and abusively

tactics and dynamics of violence and abuse

principles of good practice in relation to providing integrated services for working with users of domestic and family violence and abuse

domestic and family violence assessment instruments and how they are used

intervention models and practices

gender and power issues/politics of abuse

inter and intra agency protocols and policies (needs more)

collaborative practice in domestic and family violence, including benefits, different models and opportunities

principles of risk assessment in domestic and family violence

self knowledge, including own biases and the potential impact on work practices.

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:

client information

risk assessment tools

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve complex interactions and problem solving with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV012 Make safety plans with people who have been subjected to domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV816B

Application

This unit describes the skills and knowledge required to assess the vulnerabilities of people who have been subjected to domestic and family violence, and to work collaboratively with those people to develop implement and review safety plans.

This unit applies to workers who operate with significant autonomy in therapeutic professional service roles in the community sector. The activity is self-directed.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess vulnerabilities and their impact on safety	1.1 Analyse existing case information about the user of domestic and family violence as the basis for work 1.2 Recognise and support the challenges of disclosure and planning for individuals within the dynamics of domestic and family violence 1.3 Identify the impact of diversity and community obligations on the client’s ability to make safety plans 1.4 Recognise the complexity of multiple vulnerabilities in the context of, and potentially caused by, domestic and family violence
2. Implement safety planning procedures	2.1 Recognise and respond to the impact of dynamics of domestic and family violence on the safety planning process 2.2 Clarify the specific safety concerns of the client through questioning and exploration 2.3 Identify safety concerns for children and the child protection issues that need to be addressed 2.4 Collaboratively create and document safety plans that address concerns and include clear forward actions 2.5 Identify where situations require other sources of assistance or intervention and make appropriate referrals
3. Review safety planning procedures	3.1 Analyse and respond to the variables in safety plans 3.2 Pro-actively obtain feedback from clients and colleagues about the effectiveness of safety plans 3.3 Use professional networks and collaboration to inform reviews of safety plan effectiveness 3.4 Modify safety planning processes in response to feedback

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV012 Make safety plans with people who have been subjected to domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV816B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed and documented safety plans that take account of legal requirements and specific vulnerabilities, with and for at least 3 people who have been subjected to domestic and family violence

reviewed at least 2 different safety plans based on client and broader network feedback

used interpersonal communication skills to establish and maintain trusting relationships, including:

questioning

active listening

paraphrasing

clarifying

summarising

rapport building.

Knowledge 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:

legal and ethical considerations for the domestic and family violence work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure, including limited confidentiality rationale and processes

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific legislative frameworks that apply to domestic and family violence, including child protection

domestic violence and its context, including:

social, historical, political and economic context of domestic violence, including types and nature of domestic violence, power and gender issues, child abuse and associated criminal issues

prevalence of domestic and family violence

dynamics of domestic and family violence

prevalence of myths, unhelpful beliefs, attitudes and practices in the broader society regarding domestic violence and their effects on individuals’ rights to safety and autonomy

diversity groups represented within the local community (e.g. cultural, religious, language, sexual identity, age and disability) and an understanding of the issues that arise when working with those groups

theoretical perspectives informing domestic and family violence work with people affected by violence

theoretical perspective informing behaviour change programs which emphasise accountability, responsibility, people’s capacity for behaviour change and moves towards acceptable and constructive alternatives to harmful behaviour

potential vulnerabilities of people who have been subjected to domestic and family violence, and appropriate responses, including:

alcohol and other drug issues

disabilities

lack of care for self

limited literacy

limited sense of future

mental health difficulties

parenting difficulties

poverty

social isolation

types of community obligations and their impact on safety planning, including:

cultural commitments to people within and beyond their family

employment commitments

parenting responsibilities

social and cultural responsibilities

respectful strategies that will assist clients to take steps toward safety

theories and concepts of planning and control procedures, resource management and risk management

techniques for dealing with stressed and traumatised clients

own values and attitudes and their potential impact on clients

potential obstacles and opportunities for clients that may impact on safety planning.

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:

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve complex interactions and problem solving with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV013 Manage domestic and family violence screening and risk assessment processes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV817B

Application

This unit describes the skills and knowledge required to establish, monitor and review domestic and family violence screening and risk assessment processes in an organisation.

This unit applies to workers who operate with significant autonomy in therapeutic professional service and leadership roles in the community sector. The activity is self-directed.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish screening and risk assessment procedures	1.1 Access, interpret and use sources of current research and best-practice models of domestic and family violence practice 1.2 Identify and analyse risk for clients of the service in relation to domestic and family violence 1.3 Analyse work practices that may contribute to risk for clients 1.4 Analyse the impact of client diversity on screening and risk assessment procedures 1.5 Use consultation and collaboration in the analysis and development process 1.6 Determine screening and risk assessment procedures appropriate for the organisation based on analysis with client safety as priority focus 1.7 Determine staff roles appropriate to conduct either screening and/or risk assessment 1.8 Select or develop appropriate screening and/or risk assessment tools
2. Develop organisation consistency	2.1 Develop and document administrative processes and tools that support consistency of application in the organisation and client safety 2.2 Provide information to staff about screening and risk assessment procedures 2.3 Provide information to staff on use of specific screening and risk assessment tools 2.4 Integrate and document systems that support referral for maximisation of client safety
3. Review screening and risk assessment practices	3.1 Discuss and collaboratively review decisions in relation to risk assessment 3.2 Seek feedback from internal and external colleagues 3.3 Analyse impacts and outcomes of screening and risk assessment for clients, staff and other stakeholders 3.4 Identify and consider current and emerging practice and research in the process of review 3.5 Adjust and amend work practices as part of a process of ongoing improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV013 Manage domestic and family violence screening and risk assessment processes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV817B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used critical thinking, analysis, collaboration and writing skills to develop, document and review domestic and family violence risk assessment processes for at least 1 organisation, that include:

safety as the priority focus

documented analysis of factors affecting process development

procedures and processes that support consistency within the organisation, including assessment tools

processes and strategies for collaborative evaluation and modification.

Knowledge 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:

legal and ethical considerations for the domestic and family violence work, and how these are applied in organisations and individual practice:

children in the workplace and child-focused practice

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure, including limited confidentiality rationale and processes

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific legislative frameworks that apply to domestic and family violence work strategies, including:

child protection

family law

domestic and family violence

work role boundaries – responsibilities and limitations

work health and safety

domestic violence and its context, including:

social, historical, political and economic context of domestic violence, including types and nature of domestic violence, power and gender issues, child abuse and associated criminal issues

prevalence of myths, unhelpful beliefs, attitudes and practices in the broader society regarding domestic violence and their effects on individuals’ rights to safety and autonomy

current and emerging domestic and family violence theory and practice

key areas of diversity within client groups, how these may give rise to particular risks and ways to respond in systemic ways:

culture, race, ethnicity

disability

religious or spiritual beliefs

gender, including transgender and intersex

generational

sexual identity

impacts and risk factors associated with:

alcohol and other drugs abuse

mental health issues

problem gambling

trauma

theories, principles and practices of:

risk management

strategic and operational planning and evaluation

work organisation

resource management

referral sources and associated protocols

own values and attitudes and their potential impact on clients.

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:

sources of research and best practice models for domestic and family violence work

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve complex problem solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS002 Follow established person-centred behaviour supports

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to implement behaviour support strategies outlined in an individualised behaviour support plan for a person with disability.

This unit applies to workers in varied disability services contexts. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.

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.

Elements and Performance Criteria

ELEMENT Elements define the essential outcome	PERFORMANCE CRITERIA Performance criteria describe the performance needed to demonstrate achievement of the element
1. Apply a person-centred approach to minimise behaviours of concern	1.1 Support the person to maintain their activities of daily living in accordance with organisation policies and procedures and the individualised behaviour support plan 1.2 Consider the person’s individual needs, strengths, capabilities and preferences when engaging in activities of daily living and routines 1.3 Identify problems with engaging or motivating the person and seek appropriate assistance 1.4 Provide a safe environment for the person conducive to positive and adaptive responses
2. Review context of behaviours of concern	2.1 Recognise behaviours of concern outlined in the individualised behaviour support plan 2.2 Consider what happened before, during and after the behaviour of concern 2.3 Consider the type, frequency and triggers of the behaviour 2.4 Consider environmental factors in the context of the behaviour 2.5 Consider the person’s emotional well-being in the context of the behaviour 2.6 Consider the person’s health status in the context of the behaviour 2.7 Consider the person’s medication in the context of the behaviour 2.8 Record all observations accurately and objectively in consultation with supervisor using terms that can be clearly understood
3. Provide positive behaviour support according to individualised behaviour support plan	3.1 Recognise the difference between appropriate and inappropriate interventions when addressing behaviours of concern 3.2 Interpret and follow behavioural support strategies 3.3 Ensure that all interventions are in line with the plan and organisation policies and procedures 3.4 Follow organisation procedures to ensure safety of the person, self and other people 3.5 Respond to critical incidents in accordance with organisation’s intervention and notification procedures 3.6 Monitor strategies to determine effectiveness in consultation with supervisor 3.7 Identify and report changes in person’s needs and behaviours in consultation with supervisor 3.8 Follow referral procedures in consultation with supervisor
4. Complete documentation	4.1 Comply with the organisation’s reporting requirements 4.2 Maintain documentation according to organisation’s requirements

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS002 Follow established person-centred behaviour supports

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided positive support in response to at least 3 different situations of behaviours of concern

responded to at least 1 critical incident relating to adverse behaviour in accordance with individualised behaviour support plan and organisation’s policies and procedures

Knowledge 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:

principles and practices of positive behaviour support which focuses on the individual person

the social model of disability

the impact of social devaluation on an individual's quality of life

positive lifestyle enhancement strategies, including:

positive reinforcement

motivation

stress management

engagement in meaningful activities

support relationships

nutrition

environmental and systems improvement

organisation policies and procedures relating to behaviour management, including:

critical incidents

accident and incident reporting

restrictions on the use of aversive procedures

principles of effective communication and ways to implement these to minimise behaviours of concern

indicators that people have unmet needs

factors that may contribute to behaviours of concern, including:

physical

emotional

environmental

medications

specialist services and referral options

legal and ethical considerations for working with people with disability:

codes of conduct

dignity of risk

duty of care

human rights, including the united nations convention on the rights of persons with disabilities (UNCRPD)

constraint

imprisonment

abuse

practice standards

work safety and health

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:

modelling of industry operating conditions, including:

scenarios that present behaviours of concern that occur in real work environments

individualised behaviour support plans

the organisation’s policies and procedures in relation to behaviours of concern and critical incidents

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS003 Support community participation and social inclusion

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to assist with supporting people with disability in community participation and social inclusion using a person-centred approach. This involves enabling people to make choices to maximise their participation in various community settings, functions and activities to enhance psychosocial well-being and lifestyle in accordance with the person’s needs and preferences.

This unit applies to workers in varied disability services contexts. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify opportunities for community participation and social inclusion	1.1 Assist in identifying interests, abilities, preferences and requirements of the person with disability to engage with a social network 1.2 Provide information on community participation options, networks and services to meet the needs, wants and preferences of the person with disability 1. 3 Identify and access appropriate community participation resources, programs, agencies, transport services, aids and equipment according to the person’s preferences and needs 1.4 Recognise and accommodate the cultural and religious needs of the person with disability
2. Implement strategies for community participation and inclusion according to the individualised plan	2.1 Assist the person to identify and access community options that will meet needs identified in their individualised plan 2.2 Support the person to access opportunities to establish connections through shared interests 2.3 Seek feedback from the person with disability, family and/or carers and/or relevant others and/or colleagues and/or supervisor to ensure that the support continues to meet the current and changing needs and preferences of the person 2.4 Ensure strategies for community participation and social inclusion are regularly reviewed with the person and supervisor to enable positive outcomes 2.5 Monitor level of engagement in consultation with supervisor
3. Identify, address and monitor barriers to community participation and social inclusion	3.1 Recognise physical, skill and other barriers to community participation and social inclusion 3.2 Collaborate with the person with disability to identify solutions to overcome barriers, in consultation with supervisor 3.3 Support the person to implement strategies to address barriers to community participation according to their individualised plan 3.4 Monitor the success of strategies to address barriers in consultation with the person and supervisor 3.5 Recognise own limitations in addressing issues and seek advice when necessary

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS003 Support community participation and social inclusion

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

supported at least 1 person with disability, by working with them to identify skills and interests and find matching options within the broader community

Knowledge 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:

rights and responsibilities of people with disability

principles of:

strengths-based practice

person-centred practice

community inclusion and best practice examples

strategies for strengthening options, networks and services for people with disability

local agencies and services, and resources to obtain community information about sporting, cultural and specific-interest groups

active citizenship and what this means for people with a disability

role of carers and/or families and/or relevant others

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:

individualised plans and any relevant equipment outlined in the plan

access to details of appropriate and local resources, programs, agencies, transport services, aids and equipment

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS004 Communicate using augmentative and alternative communication strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to communicate with people who have complex communication needs through effective use of Augmentative and Alternative Communication (AAC) strategies and systems.

AAC refers to methods that replace or supplement speech to address the needs of people whose oral speech skills limit their ability to meet their participation and communication needs.

AAC systems comprise communication aids, symbols, strategies, and techniques and methods that may be aided or unaided.

This unit applies to disability support work in a variety of contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the current communication capacity and needs of the person	1.1 Work in collaboration with the person, family and/or carer and/or relevant other, to identify communication needs 1.2 Use appropriate supports to aid the person’s current communication capacity 1.3 Document the outcomes of this process in line with organisation procedures 1.4 Consult with additional people including family and/or carers and/or relevant others as required 1.5 Make appropriate referrals to professionals and other service providers as required in consultation with supervisor
2. Develop effective AAC strategies	2.1 Provide information to relevant professional/s about the person with disability in relation to their likes/dislikes, daily activities and current communication needs 2.2 Develop communication strategies to meet individual needs and level of communication, considering the person’s history and preferences and in consultation with relevant senior staff/professionals 2.3 Adjust available tools and programs to address individual needs and preferences 2.4 Seek advice from other staff and relevant others as required and work within scope of practice
3. Implement AAC strategy	3.1 Use different strategies and devices in AAC 3.2 Document communication support strategies in the person’s individualised plan 3.3 Organise the environment to optimise communication opportunities 3.4 Reinforce communication by timely and appropriate response 3.5 Identify difficulties experienced by the person when communicating and respond to difficulties within own work role and responsibilities 3.6 Refer difficulties outside own role and responsibilities to appropriate person 3.7 Provide practice opportunities and information to the person to maintain consistency in their use of communication strategies and encourage contact with other users or support persons
4. Monitor, report and review communication strategies	4.1 Set up and maintain reporting and recording system to assist with monitoring and review 4.2 Review reporting and recordings to monitor success of communication strategies and make changes as required in consultation with senior staff/professionals 4.3 Identify barriers to the effective use of AAC strategies and devices 4.4 Work with other relevant people to overcome the barriers 4.5 Implement any modifications to communication strategies and devices 4.6 Identify opportunities to increase communication vocabulary 4.7 Maintain accurate written records according to established directions and within organisation protocols

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS004 Communicate using augmentative and alternative communication strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed effective AAC strategies for at least 1 person with complex communication needs

Knowledge 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:

definitions of communication and different mechanisms people use to communicate

how people with disabilities may communicate and how to facilitate/support their communication

principles and practices of AAC

basic AAC strategies and their correct use for the person’s level of communication

basic steps in the process for assessing an individual’s needs for the use of AAC

causes and conditions associated with communication impairment, including stroke and acquired brain injury (ABI)

cross cultural communication protocols

roles and functions of different professionals in the development, implementation and maintenance of AAC strategies and devices

available range of communication aids and their correct use

work role boundaries – responsibilities and limitations

Assessment Conditions

Skills must have been demonstrated in the disabilities workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person with disability. The following conditions must be met for this unit:

access to AAC devices

access to individualised plans and any equipment outlined in the plan

access to relevant organisation policies and procedures relating to AAC

The candidate must demonstrate their skills with at least 1 person with a communication disability.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS005 Develop and provide person-centred service responses

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to develop, implement and monitor service responses with a person with disability. Work is undertaken within a legislative and ethical framework to ensure the provision of high quality, person-centred service delivery which supports the person’s aspirations, needs, rights and interests.

This unit applies to workers in varied disability service contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work with the person to develop and implement person-centred responses	1.1 Collaborate with the person with disability and/or their family and/or carer and/or relevant others in actively developing responses that meets the individual’s aspirations, needs, rights and preferences 1.2 Put in place mechanisms to ensure the person’s support information is accurately recorded, maintained and applied to future support activities and responses 1.3 Develop the required responses that cater to individual differences, rights, needs and preferences 1.4 Communicate the needs of the person to family and/or carer and/or relevant others as appropriate 1.5 Make available appropriate resources 1.6 Seek provision of services from other workers or agencies as required 1.7 Maintain all relevant documentation relating to the person and the service delivery and communicate in accordance with organisation procedures
2. Review and monitor person-centred responses	2.1 Review and measure effectiveness of responses in meeting the person’s needs and preferences, in consultation with the person, family and/or carer and/or relevant other 2.2 Identify and take action to improve areas of the responses that have not met the person’s needs and preferences 2.3 Ensure changes to service delivery are within policy and budgetary frameworks 2.4 Modify specified aspects of service delivery as required, to meet changing service requirements and the needs and preferences of the person with disability 2.5 Identify potential training opportunities for the person to meet their changing needs 2.6 Ensure changes to service are within procedural and legislative requirements and maintain high standards of delivery
3. Provide service delivery within a quality framework	3.1 Follow procedures for service delivery for the individual in line with organisation’s quality system 3.2 Identify any barriers that may impact on delivery of high quality service and refer to supervisor 3.3 Regularly review procedures for service delivery to reflect industry best practice and relevant legislative changes 3.4 Regularly review procedures for service delivery to reflect the changing aspirations, needs and preferences of the person with disability

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS005 Develop and provide person-centred service responses

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

followed procedures for person-centred service delivery in line with the organisation’s quality system, including:

developed and implemented at least 3 different person-centred service responses to meet the aspirations, needs, rights and preferences for people with disability, 2 in a simulated environment and 1 in the workplace

reviewed and monitored at least 3 individual service responses and made changes that are necessary to improve quality service delivery; met changing needs of the person; addressed barriers and responded to legislative changes, 2 in a simulated environment and 1 in the workplace

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of direct support work

Knowledge 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:

relevant networks and services in the broader community

current best practice approaches for service delivery

legal and ethical considerations for working with people with disability:

discrimination

dignity of risk

duty of care

human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD)

mandatory reporting

privacy, confidentiality and disclosure

work health and safety

principles of:

empowerment

rights-based approach

person-centred practice

strengths-based approach

access and equity

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to demonstration in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and equipment or resources outlined in the plan

organisation policies and procedures relating to the development, implementation, monitoring and review of person-centred programs

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS006 Develop and promote positive person-centred behaviour supports

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to identify behaviours of concern and to develop and promote positive behaviour supports as part of an individualised behaviour support plan for a person with disability, using a person-centred approach.

This unit applies to workers in varied disability services contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

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.

Elements and Performance Criteria

ELEMENT Elements define the essential outcome	PERFORMANCE CRITERIA Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify behaviours of concern that are likely to put the person or others at risk of harm	1.1 Define and document behaviours of concern using objective, observable and measurable terms that all people supporting the person can understand 1.2 Identify the behaviours of concern using a functional or observational behaviour assessment 1.3 Identify and assess the environmental and lifestyle context of behaviours of concern 1.4 Identify and assess the personal characteristics, physical and mental health, past experiences, skills and limitations, and interpersonal relationships that might contribute to behaviours of concern 1.5 Identify the type, frequency and triggers of behaviours of concern 1.6 Facilitate the ongoing involvement of others in the observation and recording of behaviours of concern and the assessment and planning processes
2. Develop positive behaviour support responses using a person-centred approach	2.1 Ensure that the person’s preferences for including their carer and/or family and/or relevant others in the ongoing development of supports are taken into account 2.2 Demonstrate a strengths and evidence-based, best practice approach that reflects and respects the rights, personal choices, needs, abilities and goals of the person 2.3 Develop supports that are based on accurate records, observations and consultation with all who will use them, including the person, to accommodate lifestyle preferences 2.4 Develop interventions and supports that safeguard the person from increased risk of being exploited, abused, or exposed to inappropriate constraints or unlawful treatment 2.5 Identify proactive and positive supports to promote behavioural change, including changes to the environment and communication strategies 2.6 Identify the timeframes and goals of the plan, how success will be measured, and how it will be monitored and reviewed 2.7 Identify changes to work practices that may be implemented to reduce the behaviours of concern 2.8 Identify interventions for critical or adverse situations and reactive responses to reduce the risk of harm to the person or others in accordance with organisation, legal and ethical requirements 2.9 Identify the appropriate supports for the person and workers after a behaviour of concern has occurred 2.10 Identify staffing issues and how they will be addressed 2.11 Ensure the necessary consents and approvals are documented prior to implementation of the plan
3. Monitor and review the person’s individual behaviour support plan	3.1 Monitor the person’s individual behaviour support plan in consultation with the person and internal and external support providers and/or groups 3.2 Monitor the implementation of the plan to measure improvements to the person’s quality of life and reductions in the risk of harm to the person and others 3.3 Measure and report on the number of adverse or critical events of behaviours of concern to determine the effectiveness of the behaviour support plan 3.4 Coordinate informal or formal debriefing process for relevant workers when critical incidents occur in accordance with organisation policies and procedures 3.5 Implement changes to the behaviour support plan consistent with evidence collected and in consultation with the person, support providers and other relevant professionals 3.6 Comply with the organisation's reporting and documentation requirements 3.7 Communicate individualised behaviour support plan revisions with all of the people who are providing support

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS006 Develop and promote positive person-centred behaviour supports

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

identified behaviours of concern for at least 3 different people with disability and developed, implemented, monitored and reviewed positive behaviour support strategies in response to the behaviours of concern

developed strategies and interventions that support the person to manage their own behaviour

Knowledge 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:

principles of positive, person-centred, strengths-based behavioural support

the social model of disability

the impact of social devaluation on an individual's quality of life

competency and image enhancement as a means of addressing devaluation

organisation policies and procedures relating to behaviour management, including:

critical incidents

accident and incident reporting

restrictions on the use of aversive procedures

strategies to assist in developing positive behaviour support

evidence-based behavioural intervention

principles of effective communication and ways to implement these to minimise behaviours of concern

indicators that person have unmet needs

factors that may contribute to behaviour of concern:

physical

emotional

environmental

medications

specialist services and referral options

legal and ethical considerations for working with people with disability:

codes of conduct

dignity of risk

duty of care

human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD)

informed consent

privacy, confidentiality and disclosure

restrictive practice

imprisonment

abuse

work health and safety

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:

access to tools for functional behaviour assessment

access to individualised plans and any equipment outlined in the plan

access to organisation policies and procedures relating to behaviour support

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS007 Facilitate the empowerment of people with disability

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDIS302A/CHCDIS301C/CHCDIS220B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to facilitate the empowerment of people with disability to deliver rights based services using a person-centred approach. It should be carried out in conjunction with individualised plans.

This unit applies to workers in varied disability 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Demonstrate commitment to empowerment for people with disability	1.1 Identify changes in the legal, political and social frameworks within which the work is undertaken 1.2 Identify ways society can affect the level of impairment experienced by a person with disability 1.3 Reflect on personal values and attitudes regarding disability and acknowledge their potential impact when working in disability contexts 1.4 Develop and adjust own approaches to facilitate empowerment
2. Foster human rights	2.1 Assist the person with disability to understand their rights 2.2 Deliver services that ensure the rights and needs of the person are upheld in the context of person-centeredness 2.3 Ensure the cultural needs of the person are identified, accepted and upheld 2.4 Identify breaches of human rights and respond and report according to organisation procedures 2.5 Identify indications of possible abuse and/or neglect and report according to organisation procedure
3. Facilitate choice and self-determination	3.1 Using a person-centred approach work in a manner that acknowledges the person with disability as their own expert 3.2 Facilitate person-centred options for action on relevant issues and discuss with the person and/or family and/or carer and/or relevant other 3.3 Provide assistance to the person with disability to facilitate communication of their personal goals 3.4 Provide person-centred support in a manner that encourages and empowers the person with disability to make their own choices 3.5 Assist with strategies to ensure that the person is comfortable with any decisions that are being made on their behalf 3.6 Assist with accessing advocacy services and other complaint mechanisms as required

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS007 Facilitate the empowerment of people with disability

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDIS302A/CHCDIS301C/CHCDIS220B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

facilitated access to a wide variety of choices that will assist 2 people with disability to reach their personal goals, using:

oral communication skills to maintain positive and respectful relationships with the person with disability

appropriate non-verbal communication strategies

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively manage 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:

history and recent developments in disability

social versus medical model of service

institutionalised versus person-centred, self-directed model of support

social constructs of disability and the impact of own attitudes on working with people with disabilities

how and when to seek support from more experienced and qualified staff

types of disability, including:

acquired brain injury

autism spectrum disorder

cognitive disability

developmental delay

intellectual disability

neurological impairment

physical disability

sensory disability, including hearing, vision impairment

speech/language disability

support practices for people, including but not limited to, the following conditions:

genetic factors

physical trauma

psychological trauma

chronic lifestyle conditions

acquired brain injury

legal and ethical considerations for working with people with disability:

codes of conduct

discrimination

dignity of risk

duty of care

human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD)

informed consent

mandatory reporting

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

work health and safety

principles of:

empowerment

rights-based approaches

person-centred practices

self-advocacy

active support

active listening

social justice, and the importance of knowing and respecting each person as an individual

strengths-based approaches

strategies that assist people with disabilities to exercise their rights and support independent action and thinking, including use of technology (e.g. laptops or tablets) to facilitate choice

how to access and use advocacy services and complaint mechanisms

indicators of abuse and/or neglect in relation to people with disabilities

Assessment Conditions

Skills must have been demonstrated in the disabilities workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person with disability.

The following conditions must be met for this unit:

access to individualised plans and any equipment outlined in the plan

Overall, assessment must involve real interactions with people with disability, their families/carers/relevant others and the person’s individualised plan.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS008 Facilitate community participation and social inclusion

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to develop and facilitate person-centred strategies for participation in various community settings, functions and activities to enhance the psychosocial well being and lifestyle of a person with disability.

This unit applies to workers in varied disability contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Support person to identify and engage in social networks within the broad community	1.1 Work with the person with disability to identify their strengths, interests, abilities and support requirements so they may engage with a social network within the broad community 1.2 Research, identify and network with relevant services to explore community inclusion opportunities for the client 1.3 Match relevant services and networks to the needs of the person, taking into account their cultural and individual differences 1.4 Work with the person to actively engage in a social network and identify any supports they may need 1.5 Work with the person to identify any possible barriers to participation and inclusion and develop strategies to overcome these 1.6 Identify and access appropriate resources according to organisation policy and protocols 1.7 Provide information about options available to the person with disability, family and/or carer and/or relevant other
2. Assist person and relevant others to develop and implement a community support plan as part of the individualised plan	2.1 Support person to develop an individualised plan to participate in the community, including all necessary supports required for maximum participation 2.2 Assist person to establish their requirements in order to maximise their participation in neighbourhood and local community life 2.3 Assist the person to identify and access community options as identified in the individualised plan 2.4 Facilitate access to opportunities that establish connections through shared interests with other community members in line with funding, budgetary or financial requirements 2.5 Assist person and their family and/or carer and/or relevant other to select activities that will enhance inclusion 2.6 Support other workers to implement the individualised plan according to requirements of the plan
3. Develop strategies to minimise isolation for person with disability	3.1 Identify support requirements and modifications needed for devices, aids and environment and develop strategies to deal with these in conjunction with the person, their family and/or carer and/or relevant other 3.2 Identify support or devices required to assist with communication 3.3 Determine physical barriers to participation and identify solutions with the person with disability 3.4 Recognise own limitations in addressing issues and seek advice when necessary 3.5 Identify and assess barriers to communication and social participation caused by cognitive deficits and develop solutions 3.6 Discuss travel and transport issues with the person and identify strategies to address these 3.7 Put in place processes to evaluate and ensure ongoing success of strategies
4. Determine risks associated with supporting community participation and inclusion	4.1 Conduct location or activity risk assessment specific to the person’s circumstances 4.2 Discuss elements of risk with the person and appropriate others 4.3 Work with the person and appropriate others to identify and develop strategies to remove or reduce risk

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS008 Facilitate community participation and social inclusion

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assisted at least 3 people with disability to develop and implement community engagement plans within their individualised plan

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively manage the 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:

elements of best practice in the area of community participation and social inclusion

the social model of disability and the impact of social devaluation on an individual’s quality of life

principles of:

active support

lifespan development

strengths-based and person-centred practice

risk assessment and mitigation

funding frameworks and their impact on community participation

legal and ethical considerations relevant to working with people with disability:

duty of care

dignity of risk

human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD)

strategies for:

identifying interests, abilities and requirements of people with disability

communication to assist with community participation

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:

access to individualised plans and equipment outlined in the plan

relevant risk assessment tools

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS009 Facilitate ongoing skills development using a person-centred approach

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to plan, implement and review formal and informal ongoing skills development, in collaboration with a person with disability and incorporate into the person’s individualised plan.

This unit applies to workers in varied disability contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify individual skill development needs	1.1 Identify the person with disability’s skill development needs using a person-centred approach 1.2 Document development needs in line with organisation program guidelines 1.3 Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or other relevant person for inclusion in the individualised plan 1.4 Make referrals to other staff or specialist services according to the persons needs
2. Plan person-centred, ongoing skill development	2.1 Use appropriate communication techniques to engage the person in identifying learning goals 2.2 Identify a range of learning strategies and opportunities to address the person’s goals 2.3 Develop formal ongoing skills development activities using a person-centred approach and, where appropriate, in conjunction with other relevant personnel 2.4 Document ongoing skills development in the person’s individualised plan
3. Implement person-centred, ongoing skills development strategies	3.1 Work with the person to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering 3.2 Inform and support colleagues and relevant others to implement person-centred ongoing skills development in line with the person’s individualised plan 3.3 Access and utilise equipment and resources as required to facilitate the learning process 3.4 Document outcomes in the person’s individualised plan
4. Evaluate skills development and review plan	4.1 Monitor the person’s development and provide feedback to the person and/or carer and/or relevant other regarding progress towards objectives and goals 4.2 Evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person 4.3 Identify opportunities for ongoing skill development
5. Identify and implement incidental learning opportunities to enhance skills development	5.1 Identify situations that can act as potential informal learning opportunities and encourage learning 5.2 Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in appropriate format 5.3 Provide encouragement when the person takes initiative in learning situations 5.4 Withdraw support to an appropriate level in order to encourage experiential learning and development

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS009 Facilitate ongoing skills development using a person-centred approach

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed, implemented and monitored ongoing skills development, using a person-centred approach, for at least 3 people with disability

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively manage 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:

key aspects of current practices, philosophies and theories, including:

the social model of disability

competency and image enhancement as a means of addressing devaluation

strengths-based practice

active support

person-centred practice

rightful place in community

self-determination

local community education opportunities and their potential use in capacity building

assessment processes relating to ongoing skills development

relevant services and resources available to people with learning needs

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:

access to individualised plans and any equipment outlined in the plan

recognised assessment and planning tools

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS010 Provide person-centred services to people with disability with complex needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to provide person-centred services to people with disability with complex or special support needs under the supervision of a relevant professional.

This unit applies to workers in varied disability contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Evaluate and prioritise the needs of a person with complex support issues	1.1 Identify and prioritise the needs of the person, taking into account the possibility of co-existing issues 1.2 Identify specific problems, issues and challenges for the person in line with job role and organisation procedures 1.3 Analyse and interpret data, with assistance from health professionals and other relevant personnel 1.4 Recognise the impact of complex support issues on the persons family 1.5 Establish priorities for support with the person and/or family and/or carer and/or relevant other
2. Develop an individualised plan to achieve maximum quality of life	2.1 Utilise best practice guidelines when developing strategies to address complex and/or special needs 2.2 Liaise with relevant experts and/or health professionals when developing individualised plans 2.3 Negotiate and establish goals with the person and/or family and/or carer and/or relevant other 2.4 Access and negotiate resources in order to deliver identified services 2.5 Access community support agencies to facilitate the achievement of established goals
3. Coordinate the delivery of the individualised plan	3.1 Ensure services and support activities are undertaken by appropriately skilled workers 3.2 Recognise when a service and/or support worker is no longer able to provide the level of service required 3.3 Support all stakeholder involved in the service provision to understand the individualised plan and their roles and responsibilities within that plan
4. Coordinate the monitoring, evaluation and review of the individualised plan	4.1 Seek feedback from all stakeholder when evaluating effectiveness of the individualised plan and re-prioritising support needs 4.2 Seek feedback from the person and/or carer and/or relevant other when evaluating effectiveness of the individualised plan 4.3 Seek advice and assistance when the person’s goals and needs are not being achieved 4.4 Make necessary revisions to the individualised plan in line with role, organisation and/or program guidelines and in consultation with the person and/or family and/or carer and/or relevant other

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS010 Provide person-centred services to people with disability with complex needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

evaluated and prioritised the needs of at least 3 people with complex support issues and developed individualised plans to meet their needs

coordinated the delivery, monitoring, evaluation and review of at least 3 individualised plans

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively manage 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:

factors that would lead to someone being classified as having complex needs rather than basic needs

physiology and psychology as it applies to a range of disability types

nutrition and dietetics as it applies to a range of disability types

common issues and challenges facing people with disability

manifestations and presentation of common health problems as well as behavioural issues associated with different disability types

formal and informal assessment approaches for assessment of people with complex and/or special needs

organisation policies and procedures related to developing and managing individualised plans including the role of family members and/or carers and/or relevant others and various types of community service providers

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

The following condition must be met for this unit:

access to individualised plan and equipment outlined in the plan

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIV001 Work with diverse people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTHIR403C/CHCCS405C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.

This unit applies to all workers.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Reflect on own perspectives	1.1 Identify and reflect on own social and cultural perspectives and biases 1.2 Work with awareness of own limitations in self and social awareness 1.3 Use reflection to support own ability to work inclusively and with understanding of others 1.4 Identify and act on ways to improve own self and social awareness
2. Appreciate diversity and inclusiveness, and their benefits	2.1 Value and respect diversity and inclusiveness across all areas of work 2.2 Contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness 2.3 Use work practices that make environments safe for all
3. Communicate with people from diverse backgrounds and situations	3.1 Show respect for diversity in communication with all people 3.2 Use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence 3.3 Where a language barrier exists, use effective strategies to communicate in the most efficient way possible 3.4 Seek assistance from interpreters or other persons according to communication needs
4. Promote understanding across diverse groups	4.1 Identify issues that may cause communication misunderstandings or other difficulties 4.2 Where difficulties or misunderstandings occur, consider the impact of social and cultural diversity 4.3 Make an effort to sensitively resolve differences, taking account of diversity considerations 4.4 Address any difficulties with appropriate people and seek assistance when required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIV001 Work with diverse people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTHIR403C/CHCCS405C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken a structured process to reflect on own perspectives on diversity

recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations:

selected and used appropriate verbal and non verbal communication

recognised situations where misunderstandings may arise from diversity and formed appropriate responses

Knowledge 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:

concepts of cultural awareness, cultural safety and cultural competence and how these impact different work roles

concepts and definitions of diversity

own culture and the community attitudes, language, policies and structures of that culture and how they impact on different people and groups

features of diversity in Australia and how this impacts different areas of work and life:

political

social

economic

cultural

legal and ethical considerations (international, national, state/territory, local) for working with diversity, how these impact individual workers, and the consequences of breaches:

discrimination:

age

disability

racial

sex

human rights:

Universal declaration of human rights

relationship between human needs and human rights

frameworks, approaches and instruments used in the workplace

rights and responsibilities of workers, employers and clients, including appropriate action when rights are being infringed or responsibilities not being carried out

key areas of diversity and their characteristics, including:

culture, race, ethnicity

disability

religious or spiritual beliefs

gender, including transgender

intersex

generational

sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual

key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures, including:

social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people

own culture, western systems and structures and how these impact on Aboriginal and/or Torres Strait Islander people and their engagement with services

potential needs of marginalised groups, including:

protective factors

physical, mental and emotional health issues/care needs

consideration of impacts of discrimination, trauma, exclusion and negative attitudes

resources that support individuals and organisations to embrace and respond to diversity

language and cultural interpreters

imagery

influences and changing practices in Australia and their impact on the diverse communities that make up Australian society

impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

The unit describes the skills and knowledge required to identify Aboriginal and/or Torres Strait Islander cultural safety issues in the workplace, model cultural safety in own work practice, and develop strategies to enhance cultural safety.

This unit applies to people working in a broad range of roles including those involved in direct client service, program planning, development and evaluation 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify cultural safety issues in the workplace	1.1 Identify the potential impact of cultural factors on service delivery to Aboriginal and/or Torres Strait Islander clients 1.2 Identify critical issues that influence relationships and communication with Aboriginal and/or Torres Strait Islander people 1.3 Establish key aspects of cultural safety in consultation with Aboriginal and/or Torres Strait Islander people 1.4 Evaluate the extent to which cultural safety is integrated in own work and workplace
2. Model cultural safety in own work	2.1 Ensure work practices are grounded in awareness of one’s own cultural bias 2.2 Reflect awareness of own and other cultures in work practices 2.3 Use communication techniques and work practices that show respect for the cultural differences of Aboriginal and/or Torres Strait Islander people 2.4 Engage with Aboriginal and/or Torres Strait Islander interpreters and colleagues as cultural brokers, according to situation needs
3. Develop strategies for improved cultural safety	3.1 Support the development of effective partnerships between staff, Aboriginal and/or Torres Strait Islander people and their communities 3.2 Identify and utilise resources to promote partnerships 3.3 Devise and document ways to support the delivery of services and programs that are culturally safe and encourage increased participation 3.4 Integrate strategies that encourage self-determination and community control in services and programs
4. Evaluate cultural safety strategies	4.1 Agree outcomes against which cultural safety strategies can be measured 4.2 Involve Aboriginal and/or Torres Strait Islander people in evaluations 4.3 Evaluate programs and services against desired outcomes 4.4 Revise strategies based on evaluation with appropriate engagement of Aboriginal and/or Torres Strait Islander people

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

promoted Aboriginal and/or Torres Strait Islander cultural safety in the context of at least 1 workplace

researched culture and history, the impact of European settlement, loss of land and culture and the importance of lore and kinship

evaluated ways to improve communication with Aboriginal and/or Torres Strait Islander peoples who may be clients or colleagues.

Knowledge 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:

concept of Aboriginal and/or Torres Strait Islander cultural safety in the community services and health context, and its relationship with:

cultural awareness

cultural competence

legislative context for Aboriginal and/or Torres Strait Islander cultural safety

the diversity of Aboriginal and/or Torres Strait Islander cultures

historical, social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people and their engagement with community services and health systems, including:

impact of European settlement

loss of land and culture

racism and discrimination

past and present power relations

own culture, western systems and structures and how these impact on Aboriginal and/or Torres Strait Islander people and their engagement with services

factors that contribute to Aboriginal and/or Torres Strait Islander ill health and common diseases experienced by these groups of people:

impact of trauma on individuals’ ability for:

decision-making

communicating

understanding

retaining information

ways to involve Aboriginal and/or Torres Strait Islander people in the planning and delivery of services and programs

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessment must involve persons approved of by relevant local community elders.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIV003 Manage and promote diversity

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to evaluate and promote diversity in the workplace, and to contribute to the planning of diversity policies and procedures. This may apply to internal work practices or external service delivery.

This unit applies to individuals working in any type of leadership role across all industry sectors.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Research diversity in the workplace	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. Foster diversity	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 2.4 Identify and adapt professional development opportunities to address the needs of a diverse workforce 2.5 Generate a supportive workplace by valuing and promoting the benefits of a diverse workforce to those working in the workplace according to relevant policy 2.6 Identify and use diversity factors associated with clients and colleagues to address diversity objectives of the workplace 2.7 Value and encourage collaboration and the experience of working with diverse clients and colleagues
3. Adapt communication strategies	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
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

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIV003 Manage and promote diversity

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

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

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

concepts of cultural awareness, cultural safety and cultural competence and how these impact leadership and management practice

concepts and definitions of diversity

key areas of diversity and their characteristics, including:

culture, race, ethnicity

disability

religious or spiritual beliefs

gender, including transgender

intersex

generational

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

equal employment opportunity (EEO)

human rights

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

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

Assessment Conditions

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:

presence of situations that allow interaction with other people in a leadership role

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDSP001 Facilitate dispute resolution in the family law context

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDISP801B/CHCDISP802B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Minimum work hours added.

Application

This unit describes the skills and knowledge required to prepare for and facilitate the family dispute resolution process with the aim of assisting families to reach mutual agreement on issues related to relationships, children, property and assets. It requires the ability to use mediation, conciliation, facilitation and conferencing skills.

This unit applies to dispute resolution practitioners managing complex family dispute resolution using a variety of facilitative processes within the family law environment.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine suitability for dispute resolution	1.1 Obtain and analyse existing client information 1.2 Collaborate with colleagues and professional networks when additional information is needed and to support own understanding of the issues 1.3 Make an assessment of presenting issues with potential participants according to the family dispute resolution framework 1.4 Use the intake process to receive and share information that supports positive outcomes for potential participants 1.3 Identify situations where the dispute is beyond scope of own practice and make referrals accordingly
2. Prepare for dispute resolution	2.1 Analyse and prepare information to support the dispute resolution process 2.2 Explain the facilitated dispute resolution process to participants 2.3 Advise participants of the practitioner’s role, obligations and limitations 2.4 Explain limitations on confidentiality and obtain written agreement to participate in dispute resolution process
3. Assist participants to define and clarify the issues	3.1 Engage with participants using interpersonal skills and organisation resources to identify issues for consideration 3.2 Screen for significant matters that affect the ability of any party to negotiate freely in the dispute resolution process 3.3 Support participants to articulate concerns, negotiate and develop an agenda 3.4 Identify and select the most appropriate dispute resolution process for the client’s presenting circumstance 3.5 Explain the chosen process for dispute resolution 3.6 Document information and actions according to organisation policy and legal requirements
4. Facilitate communication and information exchange	4.1 Use facilitation skills to encourage active listening between participants 4.2 Manage interactions between participants in ways that ensure fair and respectful engagement 4.3 Ensure each participant has equal opportunity to speak, be heard and present needs, interests and concerns 4.4 Provide sufficient opportunity for participants to access advice and information from other experts 4.5 Identify the need for, and conduct, separate sessions according to client needs 4.6 Share information with others involved in the dispute in a timely way
5. Invite the framing of disputes to increase the range of options	5.1 Assist participants to develop agendas for the process that consider the broader range of issues 5.2 Frame and provide information in ways that assist the participants to view situations more broadly 5.3 Maintain impartiality, and client self- determination and refrain from advising on a particular outcome 5.4 Assist parties to communicate on issues that impact on children and to consider the best interests of the child
6. Encourage mutual personal understanding between participants	6.1 Encourage participants to acknowledge each other’s needs, fears and concerns using communication techniques 6.2 Identify and encourage cooperative behaviour and demonstrated and/or expressed intentions to commit to resolving disputes 6.3 Monitor and manage any disruptive behaviours and communications 6.4 Manage power imbalances in the dispute resolution session 6.5 Identify situations where continuation of the process has the potential for harm, and terminate or suspend the process according to organisation procedures
7. Assist participants to generate and evaluate options	7.1 Use techniques and strategies that assist participants to generate potential options for dispute resolution 7.2 Encourage discussion about the effects of each option on parties involved in the dispute, with particular consideration for children affected by the agreement to be made 7.3 Promote and monitor the best interests of the child in participants’ agreements, including assessment of risk to vulnerable parties
8. Confirm and document outcomes and agreements	8.1 Support participants to reach agreement using facilitation skills and confirm participant understanding of agreements reached 8.2 Ensure that participants reach agreement freely, voluntarily, without undue influence and on the basis of informed consent 8.3 Document outcomes and agreements according to organisation and legislative requirements and limitations of own role 8.4 Identify and explain legal obligations of agreements reached 8.5 Provide participants with appropriate referral to supports for post dispute resolution

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDSP001 Facilitate dispute resolution in the family law context

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDISP801B/CHCDISP802B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Minimum work hours added.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit according to legal requirements and ethical standards during a period of 50 hours of dispute resolution work with clients, under the supervision of an accredited Family Dispute Resolution Practitioner (FDRP), in a dispute resolution service

facilitated, either individually or in a co-facilitation capacity, at least 5 different dispute resolution processes that individually or cumulatively include matters relating to:

domestic and family violence

child abuse/child protection

finances, including child support

property

facilitated disputes that involve:

multiple parties

voluntary participants

involuntary participants

managed sessions where all parties are present, and in a shuttle situation

used dispute diagnostic skills, and responded to:

indicators of substance abuse

mental health issues

domestic and family violence

abuse and power imbalances in client situations

cultural dimensions of the conflict

own reactions to the dispute and/or disputants

applied relationship skills including:

effective liaison and working relationships with other allied professionals

establishing and maintaining trust and respect

encouraging client self determination

recognising own reactions to the dispute and/or disputants that might impair practitioner ability to conduct a fair process

use of age appropriate communication

used interpersonal communication skills, including:

non-judgemental approach

displaying empathy

active listening and questioning

clarifying information and assumptions

speaking clearly, simply, effectively at the communication and comprehension level of the participants

establishing rapport

showing respect for individual difference

used facilitation strategies and techniques, including:

mirroring strategy

role modelling cooperation and listening

reframing issues

respectful interruptions

encouraging active listening

formulating transition statements for clarification

managing power imbalances and high levels of conflict

applied critical thinking and content management skills including:

obtaining, identifying, analysing, prioritising and evaluating information

assessing issues and options and reasoning logically

reading, comprehending and using relevant documentation

writing clearly and concisely using neutral language

creating, maintaining and organising records

eliciting information from other professionals

using and exchanging information in a manner that broadens rather than limits the participants’ options

applied process skills, including:

working with a child focused approach

following the agreed structure of the dispute resolution process.

Knowledge 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:

legal and ethical considerations (national, state/territory) for the dispute resolution process, and how these are applied in organisations and individual practice:

children in the workplace and child-focused practice, including when agreements are not child-focused

codes of conduct

discrimination

duty of care

human rights

informed consent

mandatory reporting

practitioner/client boundaries

policy frameworks

privacy, confidentiality and disclosure, including limitations

records management

rights and responsibilities of workers, employers and clients

specific legislative frameworks that apply to family dispute resolution, including:

provisions for children and property in the Family Law Act 1975, Child Support (Assessment) Act 1989

Family Law (Family Dispute Resolution Practitioners) Regulation 2008 in terms of family dispute resolution practitioner obligations and role

work role boundaries – responsibilities and limitations, including how to work with lawyers involved in the process

work health and safety

case management principles and processes

contemporary research and approaches to the following:

conflict management

responding to needs of Aboriginal and Torres Strait Islander families and communities

responding to needs of culturally and linguistically diverse families and communities

impact of conflict, particularly high and/or ongoing conflict, on children, and the use of child focused and child inclusive techniques to address and minimise these impacts

impacts of separation and divorce on couples, parents, children and other family members

main concepts of family, couple and child dynamics in normal developmental and abnormal forms

sources of power imbalances in relationships, how to recognise these and respond appropriately

procedures and instruments to screen for significant matters that affect the ability of any party to negotiate freely in the dispute resolution process plus safety planning requirements, procedures and limitations for clients and staff

different forms of mediation/dispute resolution process, their principles and practices:

facilitative as the current primary model

settlement oriented

therapeutic

evaluative

narrative

interpersonal communication techniques that support the process, including:

non-judgemental approach

displaying empathy

active listening and questioning

clarifying information and assumptions

speaking clearly, simply, effectively at the communication and comprehension level of the participants

establishing rapport

showing respect for individual difference

how to work with interpreters

facilitation strategies and techniques, and when it is appropriate to use these, including:

mirroring strategy

role modelling cooperation and listening through co-facilitation/mediation

reframing issues

respectful interruptions

encouraging active listening

formulating transition statements for clarification

recognising power imbalances and manage high levels of conflict

how to manage risk issues and how to terminate the process of dispute resolution safely

knowing how and when to use individual sessions

handling of parenting issues within the dispute resolution process, including:

parenting arrangements

child support payments

residency of children

contact with non resident parents

variations and/or review of existing agreements and limitations of the dispute resolution role in assisting with this process

handling of property issues within the dispute resolution process, including:

limitations of dispute resolution

types of information that may be included in a summary agreement about property matters

information considered valid by a court

documentation and reporting requirements and how to write up a mediation agreement, including:

required information

required format

ways of expressing different agreements and issues

use of neutral language

types of risk to parties to be considered in dispute resolution, including other dispute resolution options such as litigation or community based interventions, as well as their strengths and limitations

community, educational or other resources for referral or use within the dispute resolution process

self knowledge, including personal and cultural attitudes toward family conflict and the impact of self on the parties and process

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client and dispute information

screening tools

current family dispute resolution regulations

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve complex interactions with families

supervision of client work by an accredited Family Dispute Resolution Practitioner (FDRP).

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

be an accredited Family Dispute Resolution Practitioner (FDRP).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDSP002 Adhere to ethical standards in family dispute resolution

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDISP802B/CHCDISP803B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Minimum work hours added.

Application

This unit describes the skills and knowledge required to determine ethical responsibilities, apply ethical standards to the dispute resolution process and reflect on ethical practice.

This unit applies to dispute resolution practitioners managing complex family dispute resolution using a variety of facilitative processes within the family law environment.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine ethical responsibilities	1.1 Identify and analyse the ethical framework that applies to own dispute resolution practice 1.2 Evaluate responsibilities to self, co-workers, clients and the broader community 1.3 Develop and incorporate models of work that reflect ethical responsibilities
2. Apply ethical standards to the dispute resolution process	2.1 Model ethical behaviour in dispute resolution practice 2.2 Inform participants of their rights and obligations 2.3 Provide information to participants to support ethical practice 2.4 Develop reports and documentation in a way that supports ethical practice 2.5 Identify situations where ethical dilemmas or issues may arise 2.6 Take reasonable and timely steps to avoid potential ethical dilemmas or issues 2.7 Use problem solving and critical thinking skills to resolve ethical issues 2.8 Terminate the dispute resolution process and use referral according to ethical standards when issues cannot be resolved
3. Reflect on ethical practice	3.1 Use existing cases and evaluations to inform reflection 3.2 Evaluate own responses to ethical situations and identify areas for improvement 3.3 Identify and pursue professional development through ongoing reflective practice, collegial collaboration, and professional reading

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDSP002 Adhere to ethical standards in family dispute resolution

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDISP802B/CHCDISP803B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Minimum work hours added.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit according to legal requirements and ethical standards during a period of 50 hours of dispute resolution work with clients under the supervision of an accredited Family Dispute Resolution Practitioners in a dispute resolution service

developed responses to at least 5 different complex ethical dilemmas in family dispute resolution practice.

Knowledge 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:

Family Law (Family Dispute Resolution Practitioners) Regulations 2008 and other ethical matters related to:

bias what constitutes bias and perceived bias, and how to respond, including:

relationships of a personal nature with one or more participants to the dispute

prior knowledge of or involvement with the client on a professional level which would be seen to be a conflict of interest

real and/or perceived conflicts

religious or cultural issues that compromise impartiality of practitioner

personal values that prevent impartiality of the practitioner

practitioner seeking to make inappropriate personal gain monetary or otherwise from the vulnerability of the client and/or their information.

practitioners refraining from becoming involved in relationships with parties

client’s inappropriate attempt to exchange information

children in the workplace and child-focussed practice

collaborative practice – when and how to work with co-facilitators and other professionals and the ethical issues to consider

codes of conduct

conflict of interest, including:

what constitutes conflict of interest and perceived conflict of interest

when and how conflict of interest may be waived

discrimination

duty of care

human rights

informed consent

mandatory reporting

misuse of the dispute resolution process, how this occurs, and how to respond

practitioner/client boundaries

privacy, confidentiality and disclosure, including:

requirements for what must be discussed and explained to participants (expectations, obligations and limitations)

what must be included in written agreements to enter the dispute resolution process

handling of legal documents and information

consents required for sharing of information, disclosures of agreements

storage and disposal of records

policy frameworks

records management

referral frameworks and obligations

rights and responsibilities of workers, employers and clients

termination of FDR obligations and where such action is appropriate

work role boundaries – responsibilities and limitations

work health and safety

community, educational or other resources for referral or use within the dispute resolution process

self knowledge, including personal and cultural attitudes toward family conflict and the impact of self on the parties and process

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client and dispute information

current family dispute resolution regulations

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve complex interactions with families

supervision of client work by an accredited Family Dispute Resolution Practitioner (FDRP).

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

be an accredited Family Dispute Resolution Practitioner (FDRP).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDSP003 Support the safety of vulnerable parties in family dispute resolution

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Also contains content from CHCDISP802. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Minimum work hours added. Supersedes CHCDISP804B

Application

This unit describes the skills and knowledge required to assess the suitability of the dispute resolution process for vulnerable parties, and to support the physical and emotional protection of those parties.

This unit applies to dispute resolution practitioners managing complex family dispute resolution using a variety of facilitative processes within the family law environment.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the needs of vulnerable parties	1.1 Identify and use standard protocols that screen for the existence of safety and vulnerability issues 1.2 Seek specialist assistance with screening protocols according to case requirements 1.3 Ensure protocols are in place before entering into an agreement to provide family dispute resolution to parties 1.4 Recognise possible impact and risk of dispute resolution process for those involved and make informed judgment about when not to proceed
2. Take measures to protect vulnerable parties	2.1 Activate pre-determined security protocols 2.2 Establish a climate for the disclosure of physical and emotional safety concerns 2.3 Establish each person’s understanding of essential rules for respectful and safe participation in the process 2.4 Organise and use personal protective and screening measures
3. Manage situations that threaten safety	3.1 Identify situations and behaviours that threaten safety of self or participants 3.2 Refer participants to community supports and alternative programs according to their individual needs 3.3 Follow established steps to suspend or terminate the family dispute resolution session to protect the safety of the participants 3.4 Adhere to organisational and legislative reporting and documentation requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDSP003 Support the safety of vulnerable parties in family dispute resolution

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Also contains content from CHCDISP802. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Minimum work hours added. Supersedes CHCDISP804B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit according to legal requirements and ethical standards during a period of 50 hours of dispute resolution work with clients, under the supervision of an accredited Family Dispute Resolution Practitioner (FDRP), in a dispute resolution service

facilitated, either individually or in a co-facilitation capacity, at least 5 different dispute resolution processes that individually or cumulatively include matters involving:

domestic and family violence

mental health issues

alcohol and other drugs abuse

vulnerabilities associated with people cultural and linguistically diverse backgrounds

managed sessions where all parties are present, and in a shuttle situation.

Knowledge 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:

legal and ethical considerations for the dispute resolution process in relation to protecting safety of vulnerable parties, and how these are applied in organisations and individual practice:

children in the workplace and child-focused practice

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

practitioner/client boundaries

policy frameworks

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

specific legislative frameworks that apply to family dispute resolution, including:

provisions for children and property in the Family Law Act 1975, Child Support (Assessment) Act 1989

Family Law (Family Dispute Resolution Practitioners) Regulation 2008 in terms of family dispute resolution practitioner obligations and role

work role boundaries – responsibilities and limitations

work health and safety

key areas of diversity that may lead to vulnerability and their characteristics, including:

culture, race, ethnicity

disability

religious or spiritual beliefs

gender, including transgender and intersex

generational

sexual identity – lesbian, gay, bisexual, heterosexual

what constitutes a vulnerable party in family dispute resolution context, and associated responses and strategies, including those for situations involving:

domestic and family violence

alcohol and other drugs abuse

mental health issues

vulnerabilities associated with cultural and linguistic diversity, including Aboriginal and/or Torres Strait Islander people

impact of trauma

potential needs of vulnerable groups, including:

protective factors

physical, mental and emotional health issues/care needs

consideration of impacts of discrimination, trauma, exclusion and negative attitudes procedures and instruments to screen for vulnerability and other significant factors that may affect a party’s ability to participate before and during the dispute resolution process

safety planning requirements and procedures for clients and staff as well as limitations

how violent, controlling and intimidating behaviour may manifest, and how to respond, including:

coercion by one party over another

aggressive body language

inappropriate expressions of emotions

real or perceived threatening behaviour or language

silence, stalling, sabotage and dominance of time in the process

withdrawing with intent to terminate the session before agreements reached, as a matter of abuse of power

refusing to negotiate on any issue

techniques and protocols for dealing with potentially volatile clients and group situations

community, educational or other resources for referral or use within the dispute resolution process, including those specifically related to services for vulnerable parties

self knowledge, including personal and cultural attitudes toward family conflict and the impact of self on the parties and process.

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client and dispute information

current family dispute resolution regulations

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve complex interactions with families

supervision of client work by an accredited Family Dispute Resolution Practitioner (FDRP).

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

be an accredited Family Dispute Resolution Practitioner (FDRP).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECD001 Analyse and apply information that supports employment and career development

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCDP403B/CHCES303C/CHCES411A/CHCES502C. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to access, interpret and use information about employment, education, training and the labour market in Australia.

This unit applies to individuals working in employment services, career development, workforce planning and other environments. Information may be used to support individual job seekers, employees, employers or internal and external clients depending on the job role.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Access employment, labour market, education and training information	1.1 Determine and select credible and current sources of information 1.2 Use formal and informal research methods to access information 1.3 Interpret information and numerical data, and extract and distil content relevant to own practice
2. Link employment, labour market, education and training information to work practice	2.1 Evaluate potential application of information to own work practice based on client needs 2.2 Evaluate plans, processes and practices against current information and adjust accordingly 2.3 Assist clients by providing current, relevant and accurate information 2.4 Assist clients to develop the skills to access and interpret current, relevant and accurate information based on their needs
3. Maintain own knowledge of employment, labour market, education and training information	3.1 Identify and use opportunities to update knowledge of employment, labour market, education and training information 3.2 Monitor current issues and trends in employment, education, training and the labour market 3.3 Evaluate and respond to potential changes in own work based on updated knowledge

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECD001 Analyse and apply information that supports employment and career development

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCDP403B/CHCES303C/CHCES411A/CHCES502C. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used critical thinking skills to review and distil information about employment, education, training and the labour market of relevance to own practice from at least 3 different credible sources

used information about employment education, training and the labour market within the scope of own job role in the provision of services to at least 3 different individuals or organisations – for example, job seekers, clients in career transition, employees, employers, internal and external clients.

Knowledge 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:

legal and ethical considerations (national, state/territory) for the use of information, and how these are applied in organisations and individual work, including, copyright and intellectual property

key objectives and features of current policy frameworks

role of professional associations and bodies and key organisations

sources of information in Australia on:

labour market

employment

education and training

different types of labour market information and their use, including the relationship between supply (job seekers) and demand (employers)

methods for collecting labour market information

current and emerging labour market characteristics, including:

current and projected skills shortages

local labour market information including:

industry make-up

employment growth areas

skills in demand and trends in work requirements in different industries

issues impacting on the workforce in different sectors and industries

vacancy reporting

unemployment and job seeker data

recruitment analysis

basic structure and operation of the training and education system, in the following sectors:

school

vocational education and training

higher education

key employing industries in local area, including:

occupational characteristics

training and education pathways

uses of education, training and labour market information, including:

individual pathways plans

job search planning

career plans for individual clients.

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

online sources of labour market and training and employment information

organisation policies and procedures

modelling of industry operating conditions, including scenarios involving application of knowledge to varied work situations.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECD002 Deliver and monitor contracted employment services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCES311A/CHCES312A/CHCES415A. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to comply with government contractual requirements relating to the delivery of employment services and monitor contractual compliance.

This unit applies to individuals in employment services roles, working according to established procedures and systems.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify key requirements of government contract	1.1 Review contractual information and identify service provider’s contractual responsibilities 1.2 Identify key contractual compliance requirements in job role 1.3 Determine and organise activities in accordance with contract
2. Comply with contractual requirements	2.1 Meet contractual requirements relevant to job role and apply organisation policies and procedures 2.2 Complete and maintain accurate documents and records to meet organisation requirements 2.3 Monitor client outcomes against contractual performance requirements 2.4 Report potential and actual non-compliance issues to management
3. Monitor and improve contractual compliance	3.1 Use monitoring mechanisms and tools to evaluate compliance with government contract 3.2 Monitor own performance against contractual compliance in job role 3.3 Identify and rectify any potential or actual non-compliance in own job role 3.4 Identify and document areas for improvement in contractual compliance and report to management

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECD002 Deliver and monitor contracted employment services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCES311A/CHCES312A/CHCES415A. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

identified and complied with contractual requirements within scope of own job role in the provision of employment services to at least 5 different clients, where at least 3 of those clients present with multiple barriers to employment

monitored and reported on contractual compliance for at least 1 workplace.

Knowledge 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:

legal and ethical considerations (national, state/territory) for delivering contracted employment services, and how these are applied in organisations:

codes of practice

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific legislation, relevant deeds and their application to employment services contracting, including:

Social Security Act 1991

role as delegate of the Commonwealth

work role boundaries – responsibilities and limitations

work health and safety

role of the purchaser in contracted services

roles and needs of key stakeholders involved in employment services and contract management and delivery

current and emerging issues in the employment services sector

types of contractual requirements including:

types of contracted services/business streams

service delivery methods and standards

standards for documentation, record-keeping and management of information

performance requirements (quantitative and qualitative), performance milestones

performance analysis methods, including audit processes

codes of practice

duty of care provisions

conflicts of interest

fees, payment processes and schedules; payable and non-payable outcomes

fraud prevention measures

contract dispute processes

penalties and implications of non-compliance with contractual requirements

services to priority client groups

ramifications of non-compliance

monitoring tools and mechanisms for contractual compliance.

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

organisation policies and procedures

contracts for employment services

modelling of industry operating conditions, including scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECD003 Promote job seekers to employers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCES404B

Application

This unit describes the skills and knowledge required to promote job seekers to potential employers and to empower clients to promote their own skills and abilities to employers.

This unit applies to individuals in employment services roles, working according to established procedures and systems.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for employer contact	1.1 Source, interpret and use labour market information as a context and aid in determining options for employer contact 1.2 Identify and match target employment market to job seeker profile 1.3 Plan contact approach and organise resources, according to employer and client information
2. Confirm skills suitability of job seeker	2.1 Confirm strengths and abilities of job seeker by working collaboratively with the job seeker using a strengths-based approach 2.2 Convert strengths and abilities to selling points from the employment perspective 2.3 Match selling points to employer needs taking account of the needs of both parties
3. Negotiate outcomes for job seeker	3.1 Provide positive and accurate information about job seeker to employer 3.2 Use communication and selling skills to promote and emphasise job seeker strengths and suitability 3.3 Identify and negotiate employer resistance to employment barriers relating to the job seeker 3.4 Support job seeker in preparation for employer contact based on specific situation needs 3.5 Use negotiation skills to reach an agreed outcome with the employer
4. Provide follow up services to job seeker	4.1 Provide clear information to job seeker on outcomes of employer contact and employment opportunities 4.2 Discuss future assistance with the job seeker and identify situations requiring referral to other services 4.3 Make referrals to other services in accordance with organisation procedures. 4.4 Update information systems according to organisation policies and procedures 4.5 Review and reflect on employer contact and use learning to refine approaches accordingly

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECD003 Promote job seekers to employers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCES404B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

matched at least 5 different job seekers to employers where at least 3 of those job seekers present with multiple barriers to employment, including:

sourcing and using labour market and employment information to inform matching

working with the job seeker to identify strengths

engaging in employer contact sessions, using the following communication skills:

active listening

selling skills

negotiation

providing follow up contact.

Knowledge 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:

legal and ethical considerations (national, state/territory) for delivering contracted employment services, and how these are applied in organisations:

codes of practice

discrimination

duty of care

equal employment opportunity (EEO)

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific legislation, relevant deeds and their application to employment services contracting, including:

Social Security Act 1991

role as delegate of the Commonwealth

work health and safety

principles and practices of strengths-based practice

current and emerging characteristics and requirements of local labour markets:

current and projected skills shortages

local labour market information, including industry make up, employment growth areas, skills in demand

vacancy reporting

unemployment and job seeker data

recruitment analysis

expectations and needs of job seekers and potential employers and how these may vary

forms of assistance to employers, and how these are used

wage subsidies

post-placement services

assistance with workplace modifications

reasonable adjustment support

current incentives and other assistance available to employers

communication techniques, including

active listening

selling

negotiation

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:

labour market information

employer and job information

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with other people

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECD005 Deliver employment services to employers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCES304B

Application

This unit describes the skills and knowledge required to determine employer needs and service level requirements, source suitable job seekers, and provide employer advice and support following the placement.

This unit applies to individuals working in employment services, within established policies and procedures.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine specific employer needs	1.1 Analyse specific position descriptions, selection criteria and employer requirements 1.2 Clarify conditions of employment with the employer 1.3 Agree and document needs with employer 1.4 Negotiate, agree and document level of service to be provided with employer
2. Source suitable job seekers	2.1 Access databases and other listings of job seekers held by the organisation to identify potential matches 2.2 Source suitable job seekers through collaboration with other employment services providers 2.3 Respond to job seeker enquiries regarding the positions and provide accurate information
3. Support employer service requirements	3.1 Provide timely information about the recruitment process 3.2 Provide information to employers about immediate forms of assistance and support 3.3 Maintain contact with employer and determine ongoing support needs 3.4 Seek feedback from employers to monitor the quality of service provided 3.5 Use feedback and reflection as the basis for improvement of service outcomes
4. Contribute to workforce planning	4.1 Collaborate with employers to identify available and relevant workforce planning options 4.2 Recommend flexible and innovative work arrangements to address identified needs of organisation 4.3 Promote options that provide a balanced approach to managing pressures and priorities of work and life 4.4 Provide advice that supports employers to implement flexible work arrangements and encourage problem solving approaches 4.5 Assist employer to monitor effectiveness of change according to organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECD005 Deliver employment services to employers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCES304B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked with at least 3 different employers to determine, agree and document their recruitment needs using the following communication skills:

active listening

selling skills

negotiation

sourced and matched job seekers to at least 3 different job vacancies using established assessment tools and techniques

sourced and used labour market and employment information to inform matching

contributed to workforce planning for at least 1 workplace.

Knowledge 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:

legal and ethical considerations (national, state/territory) for recruitment services, and how these are applied in organisations:

codes of practice

equal employment opportunity (EEO)

privacy, confidentiality and disclosure

records management

current and emerging characteristics and requirements of local labour markets:

current and projected skills shortages

local labour market information, including industry make up, employment growth areas, skills in demand

vacancy reporting

unemployment and job seeker data

recruitment analysis

employment conditions in different industries

types and levels of services provided to employers

forms of assistance to employers, and how these are used:

wage subsidies/incentives

post-placement services

assistance with workplace modifications

reasonable adjustment support

aspect of workforce planning, including:

the purpose and potential benefits of effective workforce planning

links between workforce planning, development and education

available tools and models available to assist workforce planning

how workforce planning integrates with service, financial and business planning

current and projected impact on workforce planning of a range of social, educational, industrial, environmental and related factors

options and constraints that exist in relation to workforce development and their potential impacts

resource requirements to implement workforce changes

how to measure, evaluate and revise implementation of a workforce plan

how to access reliable information to guide and support workforce planning

flexible and innovative approaches

local, regional and national requirements, drivers and policy implications that may impact workforce planning.

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:

employer, workforce and vacancy information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with other people

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECD006 Develop and monitor employment plans

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCES413A/CHCES416A. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to develop and monitor plans relating to job search and other activities undertaken by job seekers to achieve an employment outcome.

This unit applies to individuals working in employment services within established policies and procedures.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess job seeker attributes and needs	1.1 Conduct and record assessment according to organisation procedures 1.2 Identify job seeker knowledge, skills, attitudes and circumstances against labour market requirements 1.3 Assess employment related strengths and barriers to effective entry into employment 1.4 Assess job seeker’s current job search skills, resources and employment barriers to identify areas for development
2. Develop employment plans	2.1 Discuss, agree and document realistic employment goals with the job seeker, based on assessment conducted and employment opportunities 2.2 Source and analyse information to identify appropriate training, job search activities and resources that move the job seeker towards employment goals 2.3 Identify strategies to address non-vocational barriers which may affect employment opportunities 2.4 Include in the employment plan achievable, measurable steps with clear timelines and responsibilities 2.5 Use appropriate communication skills to involve the job seeker and gain their agreement and commitment 2.6 Ensure relevant legislation and contractual requirements are met
3. Support job seekers	3.1 Facilitate job seeker access to services information according to their needs 3.2 Assist job seekers to prepare and present materials that highlight key skills 3.3 Support job seekers to present themselves effectively
4. Monitor employment plans	4.1 Review and record job seeker progress toward achievement of objectives at regular intervals 4.2 Where progress is not achieved, review and amend plan and strategies in collaboration with job seeker 4.3 Provide feedback to support the job seeker’s progress toward achievement of goals 4.4 Identify and report non-compliance with obligations to relevant authorities in accordance with contractual, legislative and organisation requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECD006 Develop and monitor employment plans

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCES413A/CHCES416A. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed, documented and monitored individualised employment plans according to organisation policies and procedures and relevant legal requirements for at least 5 different job seekers where at least 3 of those job seekers present with multiple barriers to employment

used communication skills to involve and engage a job seeker in the employment planning process and provide constructive feedback and support.

Knowledge 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:

legal and ethical considerations (national, state/territory), and how these are applied in organisations:

codes of practice

equal employment opportunity (EEO)

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations

common effects of unemployment on job seekers

diversity of job seekers and their needs, including those who present with barriers to employment and complex needs

processes, tools and support mechanisms used to support disadvantaged job seekers

principles of strengths-based assessment and planning

employment information including:

current knowledge of the world of work

accepted methods for defining jobs

current labour market trends and information sources, including local, regional and national

occupational groups, clusters and networks

pathways to occupational areas (training and other)

local options and support networks available

role of key players such as recruitment agencies, professional associations, employment services and funding bodies

training and education information:

options and pathways

funded training opportunities

effects of unemployment on job seekers and barriers to employment and retention

format and documentation of employment plans

content included in employment plans, including:

intensive assistance activity agreements

intensive assistance support plans

job search skills plan

job seeker action plans

return to work plans

job seeker activity plans

plans of the support and assistance to be provided to the job seeker by the organisation

job search strategies and their application to different job seeker situations, including:

preparing applications, resumes and portfolios

accessing online services

social media

registration with employment agencies

work experience or trial work placements

job search activities

job search training

voluntary work

community participation

training to address barriers to employment

researching labour markets or training options appropriate to needs

type of monitoring activities:

monitoring against timeframes, outcomes and activities included in the employment plan

regular contact with job seeker via mail, telephone, email and interviews

checking of relevant documentation

job search diaries and other proforma recording details of activities undertaken

checking of organisation information systems and databases

feedback from employers and providers of training and other assistance

services and agenices for referral when job seeker needs cannot be met by the organisation or are outside the scope of job role.

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:

labour market information

education and training information

organisation policies and procedures

job seeker assessment tools

modelling of industry operating conditions, including:

scenarios that involve interactions with real people

scenarios the involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECD007 Maximise participation in work by people with disability

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDIS509E

Application

This unit describes the skills and knowledge required to monitor employment opportunities, assist people with disability to prepare for employment, match jobs to individuals and provide ongoing support.

This unit applies to individuals working in employment services, career development and other environments where individuals are supporting people with disability.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Monitor employment opportunities for people with disability	1.1 Develop and maintain relationships with employers within scope of own job role 1.2 Initiate, conduct and document research into identified employers’ businesses and jobs 1.3 Monitor and document trends in the labour market to enhance opportunities for placement of people with disability in sustainable employment
2. Prepare people with disability for employment	2.1 Identify job search and job matching techniques and educate the person on their use according to individual needs 2.2 Refer the person to, or register them with, appropriate agencies 2.3 Provide the person with information about their working conditions, and rights and responsibilities as an employee 2.4 Provide the person with information about industrial awards, the industrial parties and their implications for employment 2.5 Assist the person to identify potential work health and safety issues 2.6 Identify and respond to situations where referral to specialists may be required for provision of complex supports
3. Match workplace or job and person with a disability	3.1 Work collaboratively with the person to assess individual employment aspirations, interests, skills and abilities using established assessment tools 3.2 Gather and review information from employers to determine their needs 3.3 Evaluate job vacancies in consultation with the person to determine their relevance 3.4 Match the person with job role and employer requirements and consider reasonable adjustments where appropriate to match ability of the person with the job requirements 3.5 Provide or organise required information or training regarding disability to others in selected workplace 3.6 Support the negotiation of working conditions between the parties according to scope of own role and organisation procedures 3.7 Make relevant parties aware of specific work health and safety (WHS) issues
4. Provide initial and ongoing support	4.1 Conduct job and task analysis based on information provided from employer 4.2 Provide or organise initial training and support to the person with disability based on analysis 4.3 Monitor and document the progress of the person in the workplace according to organisation procedures 4.4 Identify and respond to situations where additional ongoing support is required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECD007 Maximise participation in work by people with disability

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDIS509E

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

researched and documented potential employment opportunities for people with disability

assisted at least 3 people with disability gain employment, including:

assessing needs of both the employer and the job seeker

making suitable matches based on assessment of needs and job analysis

addressing all information needs and WHS issues both for the workplace and the job seeker

used effective communication skills and strengths-based person-centred approaches

undertaken a process of making reasonable adjustments to at least 2 jobs to meet the specific needs of both people with disability and employers.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively manage 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:

legal and ethical considerations (national, state/territory) for delivering employment services, and how these are applied in organisations:

codes of practice

discrimination

duty of care

equal employment opportunity (EEO)

privacy, confidentiality and disclosure

policy frameworks – current approaches to disability employment

records management

specific legislation, relevant deeds and their application to disability employment services contracting, including:

disability services Acts

role as delegate of the Commonwealth

work role boundaries – responsibilities and limitations

work health and safety – potential issues and risks associated with different types of work and different types of disability

history and recent developments in disability:

social versus medical model of service

institutionalised versus person-centred, self-directed model of support

social constructs of disability and the impact of own attitudes on working with people with disabilities

principles of:

empowerment

rights-based approaches

person-centred practices

strengths-based approaches

self-advocacy

active support

active listening

social justice, and the importance of knowing and respecting each person as an individual

types of disability, and their broad impact in relation to employment, including:

acquired brain injury

autism spectrum disorder

cognitive disability

developmental delay

intellectual disability

mental or psychiatric disability

neurological impairment

physical disability

sensory disability

speech or language disability

sources of information on the labour market and employment opportunities

current and emerging labour market characteristics, including:

current and projected skills shortages

local labour market information, including industry make up, employment growth areas, skills in demand

vacancy reporting

unemployment and job seeker data

recruitment analysis

ways of supporting employment for people with disability, including:

making reasonable adjustments or disability-specific accommodations

re-design of jobs

information and training for others in the workplace

information and training for the person with disability

ongoing support options

incentives and other assistance available to employers and workers

industrial relations information relevant to employment services and disability, including:

awards and their application

individual contracts

registered agreements

wage/salary systems relating to employment for people with disability

role of industrial parties – unions, employer organisations, industrial commissions

communication techniques that support relationship building and collaboration, including:

active listening

rapport-building

negotiation.

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:

employer and job seeker information

labour market information

assessment tools

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with real people

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECD008 Deliver services consistent with a career development framework

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Supersedes CHCCDP401B

Application

This unit describes the skills and knowledge required to use the key principles and practices of the Australian career development framework as established in the Australian Blueprint for Career Development.

This unit applies to individuals working in career development or a career related field.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Promote active participation of clients	1.1 Support clients to actively engage in learning relevant to their needs and life stage 1.2 Encourage clients to participate in planning to address their current needs, interests and aspirations 1.3 Encourage clients to seek support from others and to provide support to others in appropriate ways 1.4 Assist clients to identify a range of personal, family, social and environmental factors impacting on their career development
2. Provide an environment to facilitate client learning	2.1 Apply knowledge of how people learn and models of adult learning to assist clients in undertaking learning 2.2 Identify learning opportunities to suit a range of learning styles 2.3 Identify and support characteristics of individual and group learning 2.4 Facilitate learning by seeking to establish an environment of trust with clients 2.5 Facilitate learning between clients where appropriate 2.6 Promote active learning by validating client opinions, values and experiences 2.7 Encourage clients to share information and reflect on their learning
3. Support clients to develop resilience to change and transition	3.1 Clarify the ongoing nature of change and identify benefits in recognising the constancy of change 3.2 Assist clients to understand the need for developing resilience in the face of constant change 3.3 Identify and use strategies for managing and developing resilience to change 3.4 Provide information about, and assist client to use, competences to self-manage careers 3.5 Assist clients to develop action plans to manage constant change
4. Provide services relevant to stages in life and career development	4.1 Identify specific characteristics relating to client's current stage of life, personal and professional development and career status 4.2 Support client decision-making and choices in the context of career development as a lifelong journey 4.3 Provide information appropriate to client's personal, professional, family and social context 4.4 Identify client needs in relation to development of career management competencies as specified in the Australian Blueprint for Career Development
5. Follow up and evaluate services provided	5.1 Follow up with client in line with organisation policies and procedures 5.2 Evaluate services provided with reference to accepted career development principles and practices and organisation policies 5.3 Identify issues or inequities in service delivery 5.4 Identify new or improved services, where appropriate, to enhance service provision and client outcomes 5.5 Develop, document and provide evidence to assist in service promotion and enhancement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECD008 Deliver services consistent with a career development framework

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Supersedes CHCCDP401B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

delivered career development services to at least 3 different clients in ways that are consistent with the Australian Blueprint for Career Development (ABCD)

undertaken a structured process of evaluation of the services provided.

Knowledge 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:

history of career development practice and implications for current approach and practices

principles and practices of career development as outlined in the Australian Blueprint for Career Development

key characteristics of stages of human development across the lifespan in relation to approaching life, learning and work effectively in self-directed ways:

childhood

adolescence

adulthood

post-retirement

key stages in career development, including:

transition from school to work

promotion

changing career direction

periods of unemployment and return to work

impacts of differing levels, types and reasons for underemployment, unemployment, redeployment and redundancy

retirement

post-retirement employment

career development resources and information

strategies for managing and developing resilience to change

sociological aspects of career development practice, including impact of globalisation

key principles of career development, including:

focus on the journey

access your allies

lifelong learning

change is constant

chase your dream

know yourself

key concepts about:

learning

adult learning and models of adult learning.

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:

Australian Blueprint for Career Development

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with other people

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECD009 Conduct career guidance interviews

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant changes to knowledge evidence. Supersedes CHCCAR501C

Application

This unit describes the skills and knowledge required to assist clients identify their career aspirations and develop career plans through the effective conduct of career interviews.

This unit applies to individuals working in career development or a career related field.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assist clients to identify career aspirations	1.1 Confirm the role of the career practitioner and the client’s rights and responsibilities 1.2 Develop rapport and a trusting working relationship with client, using effective communication practices and a person-centred approach 1.3 Identify the client’s expectations and needs using appropriate questioning techniques and reflective listening 1.4 Discuss with clients the potential impact of career management, the concepts of change and career transition in the context of lifespan career development 1.5 Review and consider current labour market conditions and career information 1.6 Provide information to assist clients to identify opportunities and options related to career goals
2. Assist clients to identify career interests and needs’	2.1 Use exploratory activities and assessment tools to assist clients to identify their work-related interests, skills, knowledge and values’ 2.2 Identify barriers to effective entry into a career or employment 2.3 Modify assessment tools to match client needs and cultural variations 2.4 Provide appropriate guidance, support and monitoring to support client understanding of the purpose and function of career assessment tools 2.5 Provide the client with information about how their assessment relates to job profiles, educational and training pathway requirements and employment opportunities
3. Identify career and employment opportunities and resources	3.1 Assist clients to understand and apply labour market information to their work search, career objectives and decision-making 3.2 Identify a range of realistic opportunities and options available to clients relevant to their profile 3.3 Encourage client to take an innovative approach to exploring/creating opportunities for work 3.4 Explain employment application protocols and processes to clients
4. Assist clients to develop a strategy to address their needs and interests	4.1 Assist client to identify priority areas for further investigation and develop workable strategies to address identified priorities 4.2 Assist client to develop their own action plans to address their preferences and needs 4.3 Identify areas where clients may require referral to specialists agencies or other professionals 4.4 Identify the range of support services able to be provided to the client by the organisation and other organisations 4.5 Develop and document the plan with the client defining any additional support required 4.6 Document and maintain confidentiality of client information and records in line with organisation requirements and privacy legislation

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECD009 Conduct career guidance interviews

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant changes to knowledge evidence. Supersedes CHCCAR501C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

conducted career guidance interviews with at least 3 different clients from different backgrounds and in 3 different situations selected from the following

a job seeker

a person seeking an education or training pathway

a person seeking to change their education or training pathway

a person who has been made redundant

a person seeking retirement

a person seeking voluntary work

a young person exiting secondary schooling

a school aged person exploring their career options and school subject selections

a person seeking promotion

a person seeking career change

collaboratively developed and documented at least 3 different career action plans with clients.

Knowledge 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:

legal and ethical considerations (national, state/territory) for career guidance interviews, and how these are applied in organisations:

children in the workplace

codes of practice – the Professional Standards for Australian Career Development Practitioners

discrimination

duty of care

equal employment opportunity (EEO)

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

specific legislation and its application to career development

work role boundaries – responsibilities and limitations

work health and safety

principles of person-centred and strengths-based practice

key aspects of career development including:

major career development theories

concepts of change and transition in the context of lifespan career development

factors influencing individual decision-making

generic work skills and their application to address employment and career development opportunities and requirements

career development resources and information and associated educational and training opportunities and resources

adult learning styles and principles

employment information including:

current knowledge of the world of work

accepted methods for defining jobs

current labour market trends and information sources, including local, regional, national and international labour markets

occupational groups, clusters and networks

pathways to occupational areas

local options and support networks available

role of key players such as recruitment agencies, professional associations, employment services and funding bodies

assistance available to employers

training and education information:

options and pathways

funded training opportunities

financial aspects of education and training, including:

costs

incentives

assistance (national, state/territory, local)

services and agenices for referral when client needs cannot be met by the organisation or are outside the scope of job role

effects of unemployment on clients and barriers to employment and retention

features of assessment tools and how they are used

career plans and their features, formats and inclusions.

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:

client information

client assessment tools

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with other people

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECD010 Provide support to people in career transition

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCCDP402B

Application

This unit describes the knowledge and skills required to work with clients in career transition to collaboratively implement and monitor a career action plan and to evaluate their satisfaction with the support services provided.

This unit applies to individuals working in career development or a career related field.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Support clients to implement career action plan	1.1 Discuss and confirm goals with client based on review of plans already developed and employment opportunities 1.2 Assess client’s current job or course search skills and resources and employment barriers to identify areas for development 1.3 Facilitate client access to services, training and networking opportunities and other information according to their needs 1.4 Assist clients to prepare and present materials that highlight key skills 1.5 Support clients to present themselves effectively 1.6 Use communication skills to gain client commitment 1.7 Document agreed plans with agreed actions, timelines and responsibilities
2. Monitor progress	2.1 Review and record client progress towards achievement of objectives in the career action plan 2.2 Where progress is not achieved, review and amend plan and strategies in collaboration with client 2.3 Provide feedback to support client progress towards achievement of goals 2.4 Identify and respond to client needs for additional career management skills
3. Evaluate services provided	3.1 Seek feedback and evaluate client satisfaction with services provided 3.2 Identify issues or inequities in service delivery and reflect on and report strategies for improvement 3.3 Contribute to potential improvements in service delivery systems and procedures within scope of own job role

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECD010 Provide support to people in career transition

Modification History

Release	Comments
Release 1	This version was released in CHC Community ServicesTraining Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCCDP402B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked collaboratively using a person-centred approach with at least 3 different clients to develop plans for employment and other career transitions, including for at least 3 of the following:

a job seeker

a person seeking an education or training pathway

a person seeking to change their education or training pathway

a person who has been made redundant

a person seeking retirement

a person seeking voluntary work

a young person exiting secondary schooling

a school aged person exploring their career options and school subject selections

a person seeking promotion

a person seeking career change

monitored and evaluated the implementation of those plans using a structured process of ongoing monitoring, feedback and reflection.

Knowledge 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:

legal and ethical considerations (national, state/territory), and how these are applied in organisations:

Australian Blueprint for Career Development

codes of practice – Professional Standards for Australian Career Development Practitioners

discrimination

duty of care

equal employment opportunity (EEO)

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations

work health and safety

principles of person-centred and strengths-based practice

diversity of career transition situations, and how career development practice supports individuals in those situations

employment information including:

current knowledge of the world of work

accepted methods for defining jobs

current labour market trends and information sources, including local, regional, national and international labour markets

occupational groups, clusters and networks

pathways to occupational areas

local options and support networks available

role of key players such as recruitment agencies, professional associations, employment services and funding bodies

training and education information:

options and pathways

funded training opportunities

job search strategies including best practice regarding:

preparing and writing job applications for both the private and public sectors

preparing resumes and portfolios

using recruitment agencies

accessing online services

social media

effects of unemployment on clients and barriers to employment and retention

services and agenices for referral when client needs cannot be met by the organisation or are outside the scope of job role.

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:

client information and existing career action plans

sources of labour market and education or training information

organisation policies and procedures

modelling of industry operating conditions, including scenarios that involve interactions with real people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECD011 Manage quality in career development practice

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirement. Significant changes to knowledge evidence. Supersedes CHCCDP701A

Application

This unit describes the skills and knowledge required to apply current best practice standards in relation to case management, service quality and information management in the specific context of career development practice.

This unit applies to career development practitioners working with significant autonomy and self-direction either within an organisation or as independent practitioners.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Address professional case management standards	1.1 Maintain practice in accordance with professional standards for case management 1.2 Identify and document strategies for continuous improvement relating to case management practice and integrate into work systems 1.3 Implement improvement processes that reflect current research about practice performance 1.4 Take available opportunities to promote best practice in case management delivery 1.5 Evaluate work outcomes to ensure maintenance of accountability to clients and employers
2. Maintain quality service provision	2.1 Provide and promote quality career development services in line with professional standards 2.2 Work with clients to identify, understand and implement career management strategies of their choice and in their best interest 2.3 Support clients to maintain and develop ongoing application of career management strategies and ability to access and understand career information 2.4 Improve services in response to user feedback and to reflect ongoing professional development, research and learning
3. Maintain quality and currency of information and networks	3.1 Conduct ongoing research into the application of career development theory in practice 3.2 Maintain currency of information and information sources about the labour market and associated educational and training opportunities and resources 3.3 Research, use and advise clients about information technology options to access labour market and education and training information 3.4 Establish, maintain and expand networks and collaborative partnerships as a basis for providing best practice service delivery and referral options
4. Target services to address specific client needs	4.1 Develop and document strategies and practices to ensure services address the needs of diverse individuals and groups 4.2 Develop own skills base and network support to ensure services provided can address the needs of people with disability 4.3 Develop own knowledge and skills to facilitate provision of counselling support for clients facing challenging life situations and transitions

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECD011 Manage quality in career development practice

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirement. Significant changes to knowledge evidence. Supersedes CHCCDP701A

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used structured processes to develop, document and maintain best practice standards and systems in at least 1 career development practice, including strategies for:

case management

client service quality, including strategies to address diverse client groups and challenges

ongoing research and information management

collaboration.

Knowledge 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:

legal and ethical considerations (national, State/Territory) for career development at a practice management level and how these translate into the development of strategic approaches:

children in the workplace

codes of practice

discrimination

duty of care

equal employment opportunity (EEO)

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific legislation and its application to career development

work role boundaries – responsibilities and limitations

work health and safety

current professional standards, best practice, and guiding principles underpinning career development practice and case management

continuous improvement process strategies and processes, including:

planning

documentation

implementation

evaluation

strategies for addressing diversity within client groups, including diversity associated with:

age

disability

gender

culture and language

socio-economic status

networking and collaboration opportunities at a professional level in career development practice

current in-depth trends and issues in:

labour market

education or training opportunities in school, vocational and higher education sectors

use of information technology in career development practice

formal and informal research methodologies

resources available to support career development practice.

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:

industry best practice standards

labour market and education or training information

modelling of industry operating conditions, including:

scenarios that involve complex problem solving

scenarios that involve interactions with other people on professional issues.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE001 Develop cultural competence

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Application

This unit describes the skills and knowledge required to work towards cultural competency and to support participation of all children and families in children’s services. This support includes contributing to children’s understanding and acceptance of all cultures.

This unit applies to educators working in a range of education and care services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Reflect on own cultural identity and biases	1.1 Identify significant events in own family background or history which may influence current values, beliefs and attitudes 1.2 Define aspects of the environment which influence own cultural identity 1.3 Reflect on potential impact own background may have on interactions and relationships with people from other cultures 1.4 Identify any knowledge, attitudes or skills to be developed to ensure cultural competency
2. Identify and develop cultural competency	2.1 Identify the cultural identities of the children within the service, their families and the local community 2.2 Critically analyse relationships, curriculum and activities 2.3 Identify skills, attributes or knowledge that may need to be developed to ensure cultural competency
3. Research Aboriginal and/or Torres Strait Islander communities	3.1 Identify any historical issues in relation to Aboriginal and/or Torres Strait Islander people and the land that the service is on, including at regional and state levels 3.2 Reflect on contemporary impacts of historical issues including those relating to Aboriginal and/or Torres Strait Islander people
4. Support individual cultural identities	4.1 Identify and consult with appropriate persons to obtain knowledge of local cultural groups 4.2 Support activities within the service to encourage and promote participation by all cultural groups 4.3 Process information in a culturally sensitive way including identification of how and with whom information can be shared 4.4 Provide opportunities for all families to share their context and cultural knowledge 4.5 Provide opportunities for children and families to enhance their experience of cultural diversity 4.6 Demonstrate respect for all home languages and expose children to different language and dialects, and encourage appreciation of linguistic diversity
5. Create environments to support children’s cross-cultural understanding and relationships	5.1 Plan and implement experiences that foster positive attitudes to inclusion 5.2 Explore with children the culture, heritage, backgrounds and traditions of each child within the context of their community 5.3 Promote establishment of constructive relationships with all children and families based on trusting relationships, respectful interactions, understandings of alternate world views and celebration of diversity 5.4 Use oral communication skills to role-model open, inclusive, ethical interactions with all children, families and colleagues 5.5 Observe children’s interactions and participation to identify the need for additional cultural support and cross-cultural understanding
6. Support the implementation of inclusive learning experiences	6.1 Implement experiences that build on the diverse backgrounds of children and families within the service, broaden children’s perspectives and encourage appreciation of diversity 6.2 Plan and implement experiences that focus on events, customs and beliefs that are relevant to the service’s children and families
7. Support children in developing confidence and strength in personal and cultural identity	7.1 Support experiences and environments where secure, respectful and reciprocal relationships between children, families and other adults can be established 7.2 Communicate and interact with children to help them work towards a strong sense of identity, wellbeing and of being connected with and contributing to their world 7.3 Implement group activities to allow children to use collaborative processes to solve problems 7.4 Engage with peers, mentors or others to support individual children with specific cultural needs as appropriate 7.5 Follow community protocols when engaging with community members

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE001 Develop cultural competence

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: reflected on own cultural identity and biases investigated cultural diversity in at least one service and community supported children’s and families’ cross-cultural relationships through the following activities: interacting in culturally appropriate ways with children, families and communities consulting with appropriate persons to access local knowledge of Aboriginal and/or Torres Strait Islander culture planning and implementing supportive environments for all children supporting the implementation of experiences that encourage children to respect all cultures and to celebrate cultural differences embedding examples of diversity and inclusion in daily practice using effective oral communication techniques to liaise between differing cultural contexts and situations.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. This includes knowledge of: how to access: the National Quality Framework the National Quality Standards the relevant approved learning framework how to navigate through framework and standards documents to find areas relevant to this unit of competency cultural competence and diversity as outlined in the approved learning framework relevant to the workplace impact of colonisation, historical events and issues on Aboriginal and/or Torres Strait Islander people organisational policies and initiatives designed to support participation organisational standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated in a regulated education and care service. 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, including interactions with children and families Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE002 Ensure the health and safety of children

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Application

This unit describes the skills and knowledge to ensure the health and safety of children.

This unit applies to educators working in a variety of education and care services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Support each child’s health needs	1.1 Communicate with families about children’s health needs 1.2 Maintain confidentiality in relation to children’s individual health needs 1.3 Assist others to implement appropriate practices when administering medication 1.4 Check the written authorisation form to administer medication from the parent or guardian 1.5 Check the medication does not exceed the use-by date, is supplied in its original packaging and displays the child’s name 1.6 Store medication appropriately
2. Provide opportunities to meet each child’s need for sleep, rest and relaxation	2.1 Ensure sleep and rest practices are consistent with approved standards and meet children’s individual needs 2.2 Provide appropriate quiet play activities for children who do not sleep or rest 2.3 Respect children’s needs for privacy during any toileting and dressing and undressing times 2.4 Ensure children’s and families’ individual clothing needs and preferences are met, to promote children’s comfort, safety and protection within the scope of the service requirements for children’s health and safety 2.5 Share information about individual children’s rest and sleep with families as appropriate
3. Implement effective hygiene and health practices	3.1 Consistently implement hygiene practices that reflect advice from relevant health authorities 3.2 Support children to learn personal hygiene practices 3.3 Implement the service health and hygiene policy and procedures consistently 3.4 Ensure that service cleanliness is consistently maintained 3.5 Observe and respond to signs of illness and injury in children and systematically record and share this information with families 3.6 Consistently implement the service policies for the exclusion of ill children 3.7 Discuss health and hygiene issues with children
4. Supervise children to ensure safety	4.1 Supervise children by ensuring all are in sight or hearing distance at all times 4.2 Adjust levels of supervision depending upon the area of the service and the skill, age mix, dynamics and size of the group of children, and the level of risk involved in activities 4.3 Exchange information about supervision with colleagues to ensure adequate supervision at all times
5. Minimise risks	5.1 Assist in the implementation of safety checks and the monitoring of buildings, equipment and the general environment 5.2 Consistently implement policy and procedures regarding the use and storage and labelling of dangerous products 5.3 Follow service procedures for the safe collection of each child, ensuring they are released to authorised people 5.4 Assist in the supervision of every person who enters the service premises where children are present 5.5 Discuss sun safety with children and implement appropriate measures to protect children from over-exposure to ultraviolet radiation 5.6 Check toys and equipment are safe for children and safe to use in their proposed area 5.7 Remove any hazards immediately or secure the area to prevent children accessing the hazard
6. Contribute to the ongoing management of allergies	6.1 Identify and recognise signs, symptoms and key characteristics of allergies and anaphylaxis 6.2 Apply organisational risk-management strategies for children with severe allergies 6.3 Follow organisational policies and legislative requirements in relation to medication for anaphylaxis
7. Contribute to the ongoing management of asthma	7.1 Identify signs, symptoms and triggers of asthma 7.2 Identify children who have an asthma management plan and follow that plan 7.3 Follow organisational policies and legislative requirements in relation to medication for asthma

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading – in order to accurately read and interpret medication packaging and dosage instructions Numeracy – in order to correctly calculate medication dosages for common measurements including milligrams (mg) and millilitres (ml) The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE002 Ensure the health and safety of children

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: consistently supported the health needs of the children in the service, including the following activities: contributing to the provision of a clean and safe environment recognising and responding to signs of illness of children, including signs and symptoms of asthma and anaphylaxis reading and interpreting authorisation forms, medication labels, medical management plans and other relevant medical information developing children’s awareness of safety

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: how to access: the National Quality Framework the National Quality Standards the relevant approved learning framework how to navigate through framework and standards documents to find areas relevant to this unit of competency how to undertake a risk analysis of toys and equipment potential hazards to children, including medical conditions children’s requirements for sleep and rest environments that promote rest and sleep including light, noise, temperature and ventilation requirements signs, symptoms and key characteristics of allergy/anaphylaxis signs, symptoms and key characteristics of asthma how to use an adrenalin auto injector for anaphylaxis how children’s oral health impacts on their general health and well-being, including signs of tooth decay safety issues and risk management strategies for children’s health and safety in a variety of contexts basic home fire safety including high-risk groups, behaviour that contributes to fire injury and fatalities, and smoke alarm placement, installation and maintenance organisational standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated in a regulated education and care service. 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. Asthma and anaphylaxis aspects of this unit are best assessed in conjunction with HLTAID004 Provide an emergency first aid response in an education and care setting Assessment must ensure use of: National Quality Framework for Early Childhood Education and Care the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE004 Promote and provide healthy food and drinks

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Application

This unit describes the skills and knowledge required to promote healthy eating and ensure that food and drinks provided are nutritious, appropriate for each child and prepared in a safe and hygienic manner.

This unit applies to educators working in a range of education and care services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Promote healthy eating	1.1 Engage children in experiences, conversations and routines that promote relaxed and enjoyable mealtimes and promote healthy lifestyles and good nutrition 1.2 Model, reinforce and implement healthy eating and nutrition practices with children during mealtimes 1.3 Support and guide children to eat healthy food 1.4 Check that children have ready access to water and are offered healthy food and drinks regularly throughout the day 1.5 Assist in ensuring that furniture and utensils are suitable to encourage children to be positively involved in and enjoy mealtimes
2. Plan food and drinks that are nutritious and appropriate for each child	2.1 Within scope of own work, ensure children are provided with food and drink consistent with the guidelines for healthy eating 2.2 Assist in ensuring children’s individual needs are consistent with advice provided by families about their child’s dietary requirements, likes, dislikes and any cultural or other requirements families have regarding their child’s nutrition 2.3 Read and interpret food labels and other information about food contents 2.4 Assist in providing education and support to families around healthy eating 2.5 Assist to develop and display a cycle of written menus detailing the food that is provided to children
3. Maintain food safety while carrying out food-handling activities	3.1 Assist in developing and maintaining food safety procedures according to relevant guidelines 3.2 Within scope of own work role, carry out food-handling, preparation and storage according to service policies and procedures and regulatory requirements. 3.3 Follow food safety procedures when preparing food

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading – in order to accurately read and interpret food labels and dietary requirements. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.
Guidelines for healthy eating must include:	Australian Dietary Guidelines and Infant Feeding Guidelines.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE004 Promote and provide healthy food and drinks

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: planned and provided food and drink for children on at least three occasions, including: identifying and responding to requirements related to food allergies, medical conditions and cultural and religious requirements role-modelling healthy eating habits for children ensuring safe handling, preparation and storage of food and drinks creating a positive, relaxed environment during mealtimes engaged children by involving them in menu planning and assisting in meal preparation read and interpreted food labels to identify ingredients of concern and nutrition content.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: how to access: the National Quality Framework the National Quality Standards the relevant approved learning framework how to navigate through framework and standards documents to find areas relevant to this unit of competency United Nations Convention on the Rights of the Child code of ethics food allergies, food intolerances, contamination and/or allergic reactions in meal preparation and possible reactions, including anaphylaxis infant feeding requirements and guidelines recommendations for healthy eating – Dietary Guidelines for Children and Adolescents in Australia and the Australian Guide to Healthy Eating, including Get Up and Grow: Healthy Eating and Physical Activity for Early Childhood resources implications of poor diet including tooth decay, deficiencies, poor concentration, out of character behaviour food-handling requirements, preventing microorganism contamination and/or allergic reactions importance of addressing individual dietary needs and preferences with particular reference to specific cultural, religious or health requirements organisational standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated in a regulated education and care service. 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. Assessment must ensure use of: National Quality Framework for Early Childhood Education and Care the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE006 Support behaviour of children and young people

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Amendment made to Assessment Requirements, Assessment Conditions to improve clarity. New text to read: "Skills must be assessed in the workplace." No change. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge to apply strategies to guide responsible behaviour of children and young people in a safe and supportive environment.

The unit applies to workers in a range of community service 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Contribute to a safe and supportive environment	1.1 Use safe, supportive and equitable practices appropriate to the development stage and needs of the child and/or young person 1.2 Recognise any developmental challenges or mental health issues of child or young person that may have potential impacts on behaviour 1.3 Identify contributing environmental factors
2. Use positive support techniques	2.1 Establish expectations for behaviour in consultation with supervisor and in line with work role 2.2 Provide instructions in a manner appropriate to the child or young person’s needs and context of the work environment and activity 2.3 Use positive reinforcement and clear verbal and non-verbal communication strategies to acknowledge responsible behaviour 2.4 Employ appropriate strategies to redirect behaviour and defuse situations
3. Observe and collect data to assist with development of appropriate strategies for support	3.1 Collect data and record observations as a basis for gaining understanding of the child/young person’s behaviour 3.2 Use data to demonstrate the frequency, intensity and duration of behaviours requiring support
4. Implement strategies to support children or young people who require additional support	4.1 Implement strategies to support child or young person with guidance from supervisor or as designed by a specialist 4.2 Identify areas of concern for discussion with supervisor 4.3 Contribute effectively to implementation of personalised support plans
5. Monitor and review strategies	5.1 Monitor new strategies and record responses of child or young person in accordance with organisational policy and procedures 5.2 Adapt levels of support required and provided, based on need and response of child or young person, after consultation with supervisor 5.3 Document observations and offer feedback to supervisor as additional support

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE006 Support behaviour of children and young people

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Amendment made to Assessment Requirements, Assessment Conditions to improve clarity. New text to read: "Skills must be assessed in the workplace." No change. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: communicated issues to a supervisor and negotiated solutions in a clear and appropriate manner at least twice guided behaviour using positive support techniques with at least two children and/or young people discussed behaviours of children and/or young people to plan and problem-solve in collaboration with others recorded observations and identified behaviours requiring support of children and/or young people using a range of methods used judgement to determine when to involve other staff for supported intervention.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: definitions of and differences between disruptive behaviour and behaviours of concern how learning difficulties or mental health issues may affect behaviour impacts of environment and culture on behaviour of children and/or young people communicative function of behaviour and positive support strategies to redirect behaviour and defuse situations organisational standards, policies and procedures.

Assessment Conditions

Skills must be assessed 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.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE009 Use an approved learning framework to guide practice

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Application

This unit describes the skills and knowledge required to enable educators to provide children with opportunities to maximise their potential and develop a foundation for future success.

This unit applies to educators working in a range of education and care services.

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.

Elements and Performance Criteria

Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify learning frameworks	1.1 Investigate different approved learning frameworks and identify the framework relevant to the service 1.2 Recognise differences between the relevant framework and other approved frameworks 1.3 Clarify the relevance of the framework with educators and others to identify its relationship to other aspects of relevant law and regulations
2. Apply the learning framework	2.1 Investigate how the framework is applied to support children’s learning 2.2 Explore and develop an understanding of the principles and practices of the relevant framework 2.3 Work in collaboration with others to apply the principles and practices of the learning framework to all aspects of the educator role 2.4 Work in collaboration with others to implement framework learning outcomes 2.5 Reflect on own practices in the workplace and discuss with supervisor

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading – in order to interpret and apply relevant approved learning frameworks in the context of own work role. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Range is restricted to essential operating conditions and any other variables essential to the work environment.

The learning framework used must be one listed in the Education and Care Services National Regulations.

Unit Mapping Information

This version was released in CHC Health Training Package release 1.0 and meets the requirements of the New Standards for Training Packages.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE009 Use an approved learning framework to guide practice

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: worked collaboratively with at least one other educator to implement an approved learning framework within an approved education and care service, including: investigating and documenting at least two examples of how the learning framework is demonstrated in the service researching and documenting at least one example of how each principle of the learning framework is reflected in the service working closely with others and under supervision to help implement the framework reflecting on and discussing practice with supervisor and others investigated and documented their own involvement in at least three examples of pedagogical practices in the service.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: how to access: Belonging, Being and Becoming: The Early Years Learning Framework for Australia My Time, My Place: Framework for School Age Care in Australia the relevant approved learning framework used in the service if different from those above how to navigate through framework documents to find areas relevant to this unit of competency United Nations Convention on the Rights of the Child key participants in the implementation of the relevant approved learning framework organisational standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated in a regulated education and care service. 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. Assessment must ensure use of: National Quality Framework for Early Childhood Education and Care the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE010 Support the holistic development of children in early childhood

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Application

This unit describes the skills and knowledge to support and recognise the interrelationship between the physical, social, emotional, cognitive and communication development of children from birth to 6 years of age.

This unit applies to educators working in a range of early childhood education and care services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Support physical development	1.1 Use daily routines as opportunities to support children to acquire and practise skills 1.2 Assist in selecting and arranging equipment that will develop fine and gross motor skills, and to challenge and encourage choice and spontaneity in physically active play 1.3 Help to create opportunities to support the emerging physical skills of individual children 1.4 Support children to take increasing responsibility for their own health and wellbeing
2. Support social development	2.1 Support children to understand and accept responsibility for their own actions appropriate to their level of understanding 2.2 Create opportunities for one-on-one interactions 2.3 Model care, empathy and respect for children, educators and families 2.4 Join in play and social experiences with other children 2.5 Assist and support children when they are having difficulty understanding or communicating with each other 2.6 Model language that children can use to express ideas, negotiate roles and collaborate to achieve goals 2.7 Assist children to develop trusting relationships with educators and other adults 2.8 Encourage children to respect and regard each other’s individual differences 2.9 Offer children play choices and respect children’s choice to watch and observe
3. Support emotional development	3.1 Provide children with a range of strategies to make informed choices about their behaviours appropriate to their level of understanding 3.2 Ensure children experience pride and confidence in their achievements 3.3 Provide acknowledgement and support if a child experiences frustration, and encourage children to see mistakes as an opportunity to learn 3.4 Encourage children to express and manage feelings appropriately 3.5 Support children’s efforts, assisting and encouraging as appropriate 3.6 Motivate and encourage children to persevere with challenges 3.7 Share children’s successes with families
4. Support cognitive development	4.1 Intentionally scaffold children’s learning 4.2 Provide children with a range of materials, resources, technologies and experiences to explore and problem-solve to stimulate cognitive development 4.3 Provide experiences that allow children to explore a range of concepts
5. Support communication development	5.1 Value the child’s linguistic heritage and encourage the use and acquisition of home languages 5.2 Select, read and tell developmentally appropriate stories 5.3 Use puppets and other props to stimulate children’s enjoyment of language and literature 5.4 Model and encourage two-way communication through questions and careful listening 5.5 Encourage children to explore symbols, patterns and their relationships 5.6 Draw children’s attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sounds 5.7 Create opportunities for group discussions and exchange of views between children 5.8 Ask and answer questions during the reading and discussion of books or other text 5.9 Model language and encourage children to express themselves through language in a range of contexts and for a range of purposes
6. Create an environment for holistic learning and development	6.1 Support and initiate inquiry processes, try new ideas and take on challenges 6.2 Provide resources and materials that offer challenge, intrigue and surprise 6.3 Assist to promote children’s sense of belonging and connectedness 6.4 Engage children in sustained shared conversations to extend their thinking 6.5 Provide the opportunity for scaffolding learning and development 6.6 Assist children to see their mistakes as opportunities to learn and grow 6.7 Facilitate families’ diverse contributions to the learning community 6.8 Share information with colleagues about child development and wellbeing

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE010 Support the holistic development of children in early childhood

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: supported the development of children in at least three different situations/activities (including different age groups and abilities), including: interacting with children to holistically support development and learning appropriate to the child’s abilities and age providing a variety of experiences and environments to support the different areas of children’s development (including a combination of physical, creative, social, emotional , language and cognitive) performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in at least one regulated education and care service.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: code of ethics United Nations Convention on the Rights of the Child how to access: the National Quality Framework the National Quality Standards the relevant approved learning framework and how to navigate through framework and standards documents to find areas relevant to this unit of competency introductory-level child development for children, including: early brain development importance of the early years for subsequent educational success foundational knowledge of developmental theory aspects of poor early childhood development, such as: poor diet lack of play limited stimulation of brain development lack of materials and resources inconsistent or non-existent emotional support or comfort trauma other life experiences which interrupt appropriate childhood activities, and their potential long-term harmful impacts biological and environmental influences on development symbol systems including letters, numbers, time, money and musical notation.

Assessment Conditions

Skills must be demonstrated in a regulated education and care service. 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. Assessment must ensure use of: National Quality Framework for Early Childhood Education and Care the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE011 Provide experiences to support children's play and learning

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Application

This unit describes the skills and knowledge required to support children’s play and learning.

This unit applies to educators working in a range of education and care services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Create an environment for play	1.1 Assist in the provision of areas, resources and materials for different kinds of play 1.2 Set up a safe environment that is non-threatening, challenging, stimulating and promotes a sense of belonging 1.3 Assist in the provision of unhurried opportunities for both group and individual play activities and experiences indoors and outdoors
2. Support children’s play and learning	2.1 Engage children in discussion (as appropriate) of their play and learning 2.2 Use routines to undertake intentional teaching and seek opportunities for spontaneous learning 2.3 Use experiences, resources and materials flexibly to meet children’s individual preferences and to prompt extensions of play 2.4 Assist children to participate in a variety of experiences and to choose those which support their competency and confidence 2.5 Demonstrate respect for children’s choice not to participate and encourage participation where an experience is new or unknown
3. Facilitate children’s play, learning and physical activity	3.1 Follow child’s lead in play and participate when invited 3.2 Initiate play and invite the child to participate 3.3 Interact with children showing enthusiasm, playfulness and enjoyment 3.4 Respond to children’s reactions to play environments to ensure each child remains interested, challenged but not frustrated 3.5 Establish routine with children so as to support them in remaining safe

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE011 Provide experiences to support children's play and learning

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: set up a safe environment on at least three occasions (including at least one indoor and one outdoor), including: demonstrating effective selection and placement of equipment and resources, with consideration for safety of the children guiding and facilitating individual children’s play and learning experiences, including allowing for children to make decisions creating an environment that allows for individual and collaborative experiences providing a range of experiences to stimulate children and aid learning, including those that allow exploration of natural materials, environments and experiences.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: how to access: the National Quality Framework the National Quality Standards the relevant approved learning framework how to navigate through framework and standards documents to find areas relevant to this unit of competency relevance of the approved framework to pedagogical practices play and learning experiences, associated resources and materials relevant to the interests and abilities of children role of play in learning theories that pertain to play reflective practice United Nations Convention of the Rights of the Child organisational standards, policies and procedures safety measures available to minimise risks for children and others.

Assessment Conditions

Skills must be demonstrated in a regulated education and care service. 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. Assessment must ensure use of: National Quality Framework for Early Childhood Education and Care the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE012 Support children to connect with their world

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment

Application

This unit describes the skills and knowledge required to support and encourage children’s connection with their environment.

This unit applies to educators working in a range of education and care services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Support children to develop an understanding and respect for the natural environment	1.1 Use opportunities to discuss with children the natural environment and the interdependence between people, plants, animals and the land 1.2 Role-model respect, care and appreciation for both natural and constructed environments 1.3 Assist in providing children with a wide range of natural and recycled materials in their environments both indoor and outdoor 1.4 Providing children with information and access to resources about the environment and the impact of human activities on environments 1.5 Assist in creating spaces that promote the development of life skills, in areas including growing and preparing food, waste reduction and recycling
2. Identify areas for change	2.1 Identify aspects of sustainability in the service 2.2 Recognise opportunities for changes to current practices and principles to ensure they are sustainable 2.3 Develop and implement strategies to address these areas of sustainable change in consultation with supervisor 2.4 Evaluate strategies in consultation with supervisor
3. Support others in implementing sustainable practices	3.1 Encourage children to participate in discussions and learning experiences about sustainable practices 3.2 Encourage adults and children to participate in the sustainable practices of the service 3.3 Identify and encourage opportunities for families and community to be involved

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE012 Support children to connect with their world

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: supported practices that encourage children to connect to their environment on at least three occasions, including: providing children with a wide range of natural and recycled materials identified and supported workplace procedures to enhance environmental sustainability, including: identifying changes to cleaning and maintenance equipment and associated resources identifying changes to practices and systems supported children and other adults to become environmentally responsible and show respect for the environment by: facilitating sustainable practices discussions modelling sustainable behaviours.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: how to access: the National Quality Framework the National Quality Standards the relevant approved learning framework how to navigate through framework and standards documents to find areas relevant to this unit of competency context and application of sustainable development and sustainability within an education and care service children’s services environment organisational standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated in a regulated education and care service. 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. Assessment must ensure use of: National Quality Framework for Early Childhood Education and Care the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE015 Attend to daily functions in home based child care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment

Application

This unit describes the skills and knowledge required to work with families to plan and attend to the daily functions as a home-based care provider.

This unit applies to those providing home-based care for children and may include the contexts of nanny, governess, home tutor or home help.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Clarify and plan for daily functions related to the provision of care	1.1 Gather information from primary carer/s about the home-based care to be provided 1.2 Work in consultation with families about the expectations and limitations of the home-based care role 1.3 Identify specific needs of children and plan to accommodate these needs in collaboration with primary carer/s 1.4 Formalise and present to primary carer/s a plan for attending to daily care functions 1.5 Clarify with primary carer/s the processes for which concerns about care provisions or plans can be reviewed and/or renegotiated
2. Attend to agreed daily functions of home-based care	2.1 Attend to developmental needs of children within scope of home-based care practice and standards 2.2 Ensure health and safety of children in provision of all home-based care 2.3 Follow agreed processes, policies or standards for reporting health and safety concerns of children in home-based care 2.4 Develop and implement strategies that support the family’s cultural, spiritual and value base when caring for the child 2.5 Respect and ensure confidentiality of family information accessed as part of job role and within provisions of legislation and duty of care
3. Respond to unexpected changes in home-based care	3.1 Work in consultation with primary carer/s about provision for unforeseen circumstances that may occur in home-based care 3.2 Discuss, clarify and document changes to expected daily tasks, to address unexpected circumstances and ensure best possible outcomes for the child 3.3 Communicate inability to attend to daily functions to child’s primary carer/s to provide opportunity for alternative arrangements 3.4 Communicate promptly to primary carer/s any emergency situations relating to changes to home-based care arrangements
4. Review daily care functions	4.1 Conduct a daily review of intended care functions and make variations according to the needs of the child and in consultation with the primary carer/s 4.2 Modify home-based care experiences to incorporate information gained from regular consultations with primary carer/s 4.3 Communicate regularly with primary carer/s about relevant issues or needs of children in home-based care environment

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE015 Attend to daily functions in home based child care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: engaged in discussion with at least two carers/families about care requirements, including: discussing expectations and limitations of service with carer/family collaborating with carer/family to identify child’s needs and developed a plan for attending to daily care functions strategies to support families’ values when caring for the child provided care to at least two children of varying ages demonstrated appropriate response to unexpected circumstances, including: communicating with carer/family documenting changes advising on alternative arrangements reviewed at least one program in consultation with carer/family and made variations to program as required

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: developmental stages of babies and children family values and beliefs legislation and regulations relevant to the home-based care environment, including: behaviour support procedures confidentiality insurances obligations under child protection legislation organisational policies and procedures work health and safety regulations safety issues and risk management strategies for children’s health and safety in a variety of contexts, including: allergies and related medications appropriate meal preparation and provisions based on national guidelines for nutrition of children and adolescents basic home fire safety including high-risk groups, behaviour that contributes to fire injury and fatalities, and smoke alarm placement, installation and maintenance contingency management processes excursions and travel situations outdoor and indoor play areas.

Assessment Conditions

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. Assessment must ensure use of: National Quality Framework for Early Childhood Education and Care the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE021 Implement strategies for the inclusion of all children

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements.

Application

This unit describes the skills and knowledge required to support the inclusion of all children and to work with relevant others to plan and implement support strategies where required.

This unit applies to educators working in a range of education and care services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Promote inclusion	1.1 Ensure curriculum decisions are made with a view to promoting inclusion and participation of all children 1.2 Demonstrate a belief in children’s capacity to succeed in all interactions with families and children 1.3 Reflect upon practices to find equitable and effective ways to ensure all children have opportunities to achieve learning outcomes 1.4 Develop own professional knowledge and work in partnership with families, communities and other services and agencies 1.5 Support all children regardless of background, gender, age or ability to fully participate as valued members of the group 1.6 Assist, support and encourage each child’s efforts to participate 1.7 Identify areas of the service’s philosophy and policies that relate to inclusion, equity and diversity and reflect on related practice
2. Respect diversity	2.1 Value different capacities and abilities, and respect differences in families’ home lives 2.2 Recognise that diversity contributes to the richness of society and provide children with opportunities to explore this richness 2.3 Uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued in curriculum decisions 2.4 Draw children’s attention to issues of fairness relevant to them 2.5 Provide children with opportunities to learn about similarities and differences, interdependence and how we can learn to live together. 2.6 Engage children in discussions about respectful and equal relations
3. Identify children with barriers to learning	3.1 Investigate child’s barrier to learning 3.2 Collect and use data to form an accurate understanding of the barrier to learning 3.3 Discuss concerns with others to develop a holistic understanding of a particular child’s needs and use this information to inform actions
4. Develop a plan for support and inclusion	4.1 Consider the child’s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements when making curriculum decisions for the child 4.2 Develop the plan in consultation with other professionals and the family 4.3 Adapt the environment and routines to ensure inclusion of all children with additional needs 4.4 Constantly reflect on the effectiveness of the plan and its impact on the child
5. Implement strategies to meet the child’s additional needs	5.1 Support child’s entry into the service 5.2 Reflect on the level of support provided on a regular basis and adjust accordingly if necessary 5.3 Encourage others to adopt inclusive attitudes and practices 5.4 Communicate with and provide support to others to implement strategies 5.5 Investigate and trial strategies that may address barriers 5.6 Implement strategies designed or suggested by family or other professionals 5.7 Respond to the daily needs of children with additional needs and seek assistance as required
6. Monitor and review strategies	6.1 Share information about progress among all concerned 6.2 Identify and discuss issues of concern 6.3 Establish and maintain constant information exchange with family and appropriate community members about the child’s needs and care strategies 6.4 Seek and gain family permission prior to consulting with others regarding the child 6.5 Ensure communication occurs within a culturally and linguistically responsive framework 6.6 Closely monitor new strategies and the impact of these on the child 6.7 Identify and respond to any barriers to the strategies being implemented

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE021 Implement strategies for the inclusion of all children

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: developed and implemented a plan for support and inclusion for at least one child, including: contributing to individualised, child-centred planning and service delivery collaborating and sharing information with family and other educators to develop and implement an inclusion plan investigating and trialling strategies to address the needs of the child reviewing and suggesting adaptations to service delivery to meet the needs of children with special needs identifying and assessing the additional needs of individual children gathering additional resources or sources of information to assist in developing and adapting curriculum to meet additional needs.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: how to access: the National Quality Framework the National Quality Standards the relevant approved learning framework and how to navigate through framework and standards documents to find areas relevant to this unit of competency relevant legislation, regulations and workplace practices range of additional needs that may be identified and the implications for the role of the educator, including: behavioural or psychological disorders child at risk of harm or illness family circumstances and needs health problems physical, sensory or developmental disability strategies that encourage participation understanding of different backgrounds, experiences and needs of children and families in exceptional circumstances or with additional needs organisation standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated in a regulated education and care service. 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. Assessment must ensure use of: National Quality Framework for Early Childhood Education and Care the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE022 Promote children's agency

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements.

Application

This unit describes the skills and knowledge required to promote and encourage children’s agency.

This unit applies to educators working in a range of education and care services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Establish a learning environment that reflects children’s interests	1.1 Provide opportunities for children to plan and/or modify their indoor and outdoor environments 1.2 Design indoor and outdoor environments that are vibrant, flexible and support children’s learning 1.3 Ensure design of indoor and outdoor environments is responsive to the interests and abilities of each child 1.4 Provide materials and resources that are natural and familiar 1.5 Give children access to materials and resources that provoke interest
2. Provide opportunities that stimulate learning and development	2.1 Allow children to direct their own play and leisure experiences with peers 2.2 Create possibilities for peer scaffolding 2.3 Encourage children to gain skill and competence by persevering with a developmentally significant activity 2.4 Create opportunities for learning through play and intentional teaching 2.5 Support play experiences initiated by children 2.6 Organise routines in ways that maximise opportunities for each child’s learning
3. Design, implement and evaluate learning experiences for children	3.1 Use children’s observations and their views to guide the program 3.2 Develop the curriculum in consultation with educators and stakeholders 3.3 Design and implement learning experiences to foster learning and development, and to reflect children’s interests 3.4 Ensure the program is sufficiently flexible to respond to unplanned children’s interests 3.5 Assess and evaluate planned and unplanned teaching and learning 3.6 Ensure the program provides opportunities to follow-up activities of high interest
4. Support children to participate	4.1 Consult with children about the experiences and materials to be made available 4.2 Acknowledge each child’s uniqueness in positive ways 4.3 Support children’s efforts, assisting and encouraging as appropriate 4.4 Develop awareness and respond to children who may require additional support or attention 4.5 Encourage each child to participate in a variety of experiences 4.6 Demonstrate respect for a child’s choice not to participate

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE022 Promote children's agency

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: planned and implemented at least two programs that promote and encourage children’s agency, including: establishing environments and opportunities in response to children’s interests using a range of strategies to engage and encourage children in experiences planning and implementing developmentally appropriate curriculum in consultation with other educators.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: how to access: the National Quality Framework the National Quality Standards the relevant approved learning framework how to navigate through framework and standards documents to find areas relevant to this unit of competency relevant theories about childhood learning organisation standards, policies and procedures strategies for intentional teaching techniques to encourage and support children to participate.

Assessment Conditions

Skills must be demonstrated in a regulated education and care service. 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. Assessment must ensure use of: National Quality Framework for Early Childhood Education and Care the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE025 Embed sustainable practices in service operations

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements.

Application

This unit describes the skills and knowledge required to support children to connect with and contribute to their world and embed sustainable practice into service operations.

This unit applies to work across a range of education and care service services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Develop a sustainability management plan	1.1 Identify aspects of sustainability in the service 1.2 Consider areas of potential change in all aspects of the service’s delivery and environments 1.3 Ensure that nature, waste, energy and toxins have been considered 1.4 Identify areas where change can be instigated to enhance environmental sustainability and increase children’s connection with nature, in consultation with children 1.5 Develop strategies to address these areas of change in consultation with children 1.6 Implement strategies and evaluate outcomes
2. Support children to develop an understanding and respect for the natural environment	2.1 Provide children with a wide range of natural and recycled materials in their indoor and outdoor environments 2.2 Create opportunities to discuss with children the natural environment and the interdependence between people, plants, animals and the land 2.3 Role-model respect, care and appreciation for the natural and constructed environments 2.4 Share information and provide children with access to resources about the environment and the impact of human activities on environments 2.5 Create spaces that promote the development of life skills, such as growing and preparing food, waste reduction and recycling 2.6 Encourage children to exchange thoughts and ideas about sustainable practice through intentional teaching, learning experiences and projects 2.7 Explore ethical dilemmas of waste disposal for sustainability with all stakeholders
3. Support others in implementing sustainable practice	3.1 Encourage children to participate in sustainable practice discussions and learning experiences 3.2 Engage with adults and children to encourage their participation in the service’s sustainable practices
4. Embed sustainability into service policies and procedures	4.1 Review the service philosophy, policies and procedures in relation to sustainable practice 4.2 Identify areas of potential change in the service philosophy, policies and procedures 4.3 Discuss with stakeholders any identified areas of potential change 4.4 Finalise changes after agreement with appropriate stakeholders

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE025 Embed sustainable practices in service operations

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: supported sustainable practices within at least one education and care service, including: undertaking an analysis of the environmental sustainability of the workplace identifying and supporting potential for workplace change to enhance environmental sustainability supporting children to develop respect for the natural environment designing, implementing and reviewing a program to enhance environmental sustainability in the child care workplace using a variety of strategies to involve colleagues, children, families and the broader community in participating in and evaluating a program to enhance environmental sustainability.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: how to access: the National Quality Framework the National Quality Standards the relevant approved learning framework how to navigate through framework and standards documents to find areas relevant to this unit of competency importance of community as a source of knowledge, skills and values, including: barriers and drivers for behavioural change strategies to increase children’s experiences and understanding of animals and the natural environment impact of key global issues, such as climate change, ozone layer effects, greenhouse effect, earth resources and biodiversity qualitative and quantitative evaluation processes for sustainability program sustainable practices and sustainable strategies cleaning and maintenance, and building, equipment and associated resources organisation standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated in a regulated education and care service. 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. Assessment must ensure use of: National Quality Framework for Early Childhood Education and Care the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE027 Promote equity in access to the service

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to actively promote a service and engage and enhance participation of underrepresented or equity groups.

The unit applies to educators who work with children in a variety of education and care services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance Criteria specify the level of performance needed to demonstrate achievement of the Element.
1. Monitor the use of the service	1.1 Analyse attendance patterns and calculate percentages of children from local community who are under represented in using the service 1.2 Set ratio targets for increased use of service by those under represented and collaborate with all relevant parties to monitor progress 1.3 Calculate the achievement of these targets
2. Develop and implement strategies to enhance participation of under represented groups	2.1 Identify and implement strategies for engagement with client groups 2.2 Promote services to the range of client groups by providing information in relevant formats 2.3 Establish feedback processes to enable people to provide information about their experiences accessing the service 2.4 Identify barriers and implement strategies to address them 2.5 Critically evaluate service practices and policies against access and equity principles and recommend changes as necessary 2.6 Implement strategies in collaboration with all relevant parties
3. Convey the eligibility criteria clearly	3.1 Identify and communicate funding program eligibility criteria 3.2 Identify and communicate organisation eligibility criteria 3.3 Identify any client groups that must be given priority according to guidelines 3.4 Provide a clear statement of who can and who can not access the service 3.5 Communicate reasons for eligibility criteria of the service
4. Determine eligibility and priority for the service and communicate the decision effectively	4.1 Gather sufficient information on applicant and determine eligibility and priority 4.2 Clearly explain decision, reasons and waiting list procedures 4.3 If the person is ineligible for service, explain appeal process or alternative options 4.4 Refer to more appropriate service as required
5. Review outcomes	5.1 Monitor and evaluate strategies to enhance participation of underrepresented groups 5.2 Collaborate with relevant parties to identify and implement improvements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to this unit are explicit in the performance criteria

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE027 Promote equity in access to the service

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

develop strategies to enhance participation for 1 underrepresented group in the community

Knowledge 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:

funding program guidelines

organisation’s guidelines for service eligibility

social and political context of early childhood education and care

other services available within the local community and the eligibility criteria of these

consumer perspectives on service provision and access to services

potential users of the service considering cultural backgrounds, social circumstances, range of abilities and disabilities

circumstances which lead to a child and family being eligible and having priority for service

circumstances that might exclude a person from service

social justice philosophy and principles

legal and ethical consideration relevant to promoting access and equity and how these are applied in early childhood education and care:

discrimination

disability

complaints and appeals

organisation standards, policies and procedures

Assessment Conditions

Skills must be demonstrated in a workplace that provides services or support to children and families.

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.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE028 Collaborate with families to plan service and supports

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Removed pre-requisite Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to collaborate with families to plan and review the provision of care, education and additional supports as required.

The unit applies to educators who work with children in a variety of education and care services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance Criteria specify the level of performance needed to demonstrate achievement of the Element.
1. Explore the needs of the child and family with parent/s	1.1 Work collaboratively with parent/s to identify needs of the child and family 1.2 Gather sufficient information about needs from a range of sources to enable decisions to be made 1.3 Determine needs in relation to additional interventions or crisis support 1.4 Treat and document information according to organisation’s guidelines and legislative requirements 1.5 Demonstrate respect for a parent’s decision not to share information about their family, as relevant 1.6 Demonstrate respect for the family and their child rearing practices in all communications
2. Provide information about the service and discuss issues with parent/s	2.1 Provide comprehensive information about the service and service system to parent/s using appropriate language and visual aids 2.2 Clearly explain parents’ rights and responsibilities in relation to service policies 2.3 Sensitively communicate with parent/s about any issues relating to their child 2.4 Make appropriate referrals to other services when children or families could benefit from additional support 2.5 Develop, implement and review written strategies to ensure that information and service processes are accessible to family members 2.6 Ensure the process of service delivery aims to increase active and positive participation of families in the community.
3. Facilitate interventions	3.1 Implement intervention and/or crisis support procedures as required 3.2 Monitor intervention and support services in consultation with family and adjust approaches to ensure ongoing satisfaction and positive outcomes
4. Review service provision with family members	4.1 Actively seek feedback from parents and act upon it appropriately 4.2 Regularly review agreement for service with the family 4.3 Challenge a family member’s failure to follow service guidelines as required 4.4 Explore and negotiate issues and concerns identified by parent/s

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to this unit are explicit in the performance criteria

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE028 Collaborate with families to plan service and supports

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Removed pre-requisite Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

identified and documented the needs of 3 children and their family using a collaborative approach

provided information about the service to 3 sets of parent/s

implemented families intervention or crisis support procedures for 1 family

collaboratively planned and reviewed service provision with 3 families through feedback and negotiation

Knowledge 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:

parent’s perspectives about early childhood education and care - its importance, its purposes, reactions to using the service

boundaries and limits of the service

cross cultural communication

use of interpreters

referral networks, including:

resources available in other services

types of early childhood education and care services

cultural diversity of care practices

custody arrangements policies

organisation standards, policies and procedures

consultation processes and tools and/or templates for planning with parent/s

models of family intervention theory and practice

family intervention strategies, scope and processes

methods, tools and techniques for determining family needs

Assessment Conditions

Skills must be demonstrated in a workplace that provides services or support to children and families.

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.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCECE029 Respond to problems and complaints about the service

Modification History

Release	Comments
Release	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to effectively resolve grievances and complaints about the service.

The unit applies to educators who work with children in a variety of education and care services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance Criteria specify the level of performance needed to demonstrate achievement of the Element.
1.Respond to a family member’s concerns about their child	1.1 Discuss observations about the child in the service 1.2 Collate and present feedback and views of all workers involved with the child 1.3 Discuss concern and identify key issue/s with the family member 1.4 Use appropriate communication strategies to discuss possible actions with family and collaborate to reach a decision together 1.5 Confirm next steps and clarify agreement with all relevant parties
2. Acknowledge and address grievances and complaints	2.1 Listen respectfully to person’s concerns 2.2 Identify, investigate and discuss issues underlying complaint according to guidelines 2.3 Prioritise and take action as quickly as the situation requires 2.4 Explain complaint process and inform complainant of what can and can not be expected from process 2.5 Refer complaint to appropriate procedures or forums as appropriate
3. Effect resolution of complaints	3.1 Ensure parties are clear about confidentiality and the rights of others and protect these during the process 3.2 Seek advice in accordance, generate options and facilitate resolution in accordance with organisation procedures 3.3 Facilitate mediation between parties concerned as relevant 3.4 Obtain resolution or an agreement for moving forward or setting aside issues 3.5 Document process and outcomes according to the organisation’s procedures
4. Review outcomes	4.1 Seek feedback from relevant parties about the resolution of problem and/or complaint 4.2 Clarify any misunderstandings or concerns regarding process or own role 4.3 Use feedback and lessons learned to identify and implement improvements to own practice and service

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to this unit are explicit in the performance criteria

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCECE029 Respond to problems and complaints about the service

Modification History

Release	Comments
Release	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

responded to at least 3 different problems or complaints about the service in accordance with organisation procedures.

identified at least 1 opportunity for improvement arising from the problem or complaint

Knowledge 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 the task and manage contingencies in the context of the work role. These include knowledge of:

relevant service guidelines including complaint procedures

relevant codes of ethics

organisation standards, policies and procedures

privacy and confidentiality requirements of role and service

communication strategies and negotiation techniques

problem solving and conflict resolution techniques

principles of mediation

Assessment Conditions

Skills must be demonstrated in a workplace that provides services or support to children and families.

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

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS001 Comply with legislative, policy and industrial requirements in the education environment

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor changes to formatting to improve readability.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements.

Application

This unit covers the skills and knowledge required to maintain compliance with legislation, policy and industrial instruments that relate to the education support worker role.

The unit applies to education support job roles in a variety of education contexts including schools and other educational settings.

This work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other educational professional.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify legislative and policy requirements	1.1 Access current workplace information that covers the range of legislation and guidelines relevant to the job role 1.2 Clarify and confirm understanding of legislation with supervising teacher, to ensure consistency of interpretation and application 1.3 Obtain advice from supervising teacher when conflicting legislative directives are found
2. Comply with legislative and policy requirements	2.1 Undertake work in accordance with requirements of legislation and organisational policies 2.2 Promptly report incidents of non-compliance resulting from breaches of legislation 2.3 Inform authorised persons or bodies of inadequacies in workplace procedures which may contribute to non-compliance 2.4 Review own conduct and seek feedback from others to confirm continuing compliance with legislation, policy and procedures
3. Identify and comply with industrial instruments relating to the job role	3.1 Identify the industrial award relevant to the job role and identify key responsibilities 3.2 Source and read any relevant certified agreements 3.3 Clarify award conditions with appropriate personnel as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.
Education environments may include:	Government school (pre-primary, primary and secondary) Private/non-government school (pre-primary, primary and secondary) Education centre Kindergarten Special educational centre Community educational centre

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS001 Comply with legislative, policy and industrial requirements in the education environment

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor changes to formatting to improve readability.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:

followed school/centre policies and procedures

undertaken basic research of relevant legislation, awards, certified agreements, workplace policies and work procedures

reported concerns in a constructive and supportive manner to relevant personnel.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

These include knowledge of:

own work role and responsibilities

legislation relating to the education sector, the education support worker’s role and key requirements of each

organisational policies and procedures for responding to legislative issues, and how these are applied

duty of care responsibilities as applies to non-teaching staff

safe working practices

potential hazards and risks for students resulting from breaches of relevant legislation or policy

key requirements of industrial awards

relevant code/s of ethics

equal employment opportunity and equity and diversity principles.

Assessment Conditions

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.

Assessment must ensure use of:

relevant legislation, policies and procedures and industrial awards

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS002 Assist in implementation of planned educational programs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements.

Application

This unit describes the skills and knowledge required to assist a worker to support the teacher/s in delivering planned education programs. Classroom-level support is provided to ensure the learning environment is inclusive and relevant, and appropriately resourced and maintained.

This unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Contribute to planning and preparation of educational program	1.1 Contribute to implementation, planning and preparation in accordance with lesson plan/s and educational requirements under guidance of teacher or other education professional 1.2 Show clear understanding of objectives and outcomes of educational programs and their relationship to current curriculum documents
2. Assist in the implementation of planned educational program	2.1 Organise and distribute notes and students’ work 2.2 Guide students in the location and use of relevant materials needed to participate in the lesson or activity 2.3 Provide assistance with general activities 2.4 Implement classroom strategies to support students’ individual needs under teacher direction 2.5 Assist the teacher in identifying educational needs of students 2.6 Provide assistance to students in the operation of digital technologies during the delivery of planned education program
3. Contribute to a consistent and stable learning environment	3.1 Clarify requirements and implement classroom routines appropriately 3.2 Undertake responsibilities and duties in a positive manner to promote cooperation and good relationships 3.3 Identify possible environmental modifications to suit the individual needs of students in accordance with established guidelines
4. Contribute to individual and group assessment in consultation with the teacher	4.1 Record and report observations as specified in the job role 4.2 Provide contributions to reviews and case conferences of students when requested 4.3 Encourage, acknowledge and act upon constructive teacher feedback

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.
Education environments may include:	Government school (pre-primary, primary and secondary) Private/non-government school (pre-primary, primary and secondary) Education centre Kindergarten Special educational centre Community educational centre

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS002 Assist in implementation of planned educational programs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: contributed to the preparation and implementation of classroom programs and lesson plans on at least three occasions, including: assisting in guiding students with classroom activities and programs on at least three occasions supporting teacher to identify individual student learning needs and requirements implementing strategies to support the needs to students as required performed the activities outlined in the performance criteria of this unit during a period of at least 100 hours within at least one education provider.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: education system’s policies and procedures school/centre’s policies and procedures curriculum use in the classroom potential hazards and risks for students professional language and feedback that may be required for student reviews and case conferences.

Assessment Conditions

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.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS012 Set up and sustain individual and small group learning areas

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to establish and organise individual and/or small group learning environments, such as a home-based classroom, activity area in a classroom or library, or a virtual schooling area.

This unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Create a positive physical learning space	1.1 Construct a learning space within budgetary constraints under the guidance of the teacher or supervisor 1.2 Select and set-up furnishings and fittings that are suitable for a variety of learning activities in collaboration with the teacher or supervisor 1.3 Accommodate multi-age requirements within a learning space 1.4 Use displays, posters and accessories conducive to learning
2. Organise learning resources	2.1 Organise learning resources that are suitable to the learner and the education support worker 2.2 Establish storage and retrieval procedures to support learning 2.3 Instruct learners on how to use the resource organisation system
3. Prepare to provide education support to students	3.1 Prepare activities and daily requirements in advance with reference to support mechanisms where necessary 3.2 Establish daily routines 3.3 Clarify and confirm understanding of school/teacher requirements and ensure consistent interpretation and application 3.4 Review progress regularly and identify future requirements
4. Manage a learning timetable	4.1 Schedule learning activities as directed by teachers 4.2 Coordinate content of learning activities to provide an appropriate timetable structure 4.3 Manage interruptions and contingencies with minimum disruption to learning

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS012 Set up and sustain individual and small group learning areas

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: created a positive learning space and organised resources to meet the learners’ needs, including: using communication skills to provide information to, and gain feedback from, learners and teachers documenting the environment and resource organisation accurately in a written form solving problems as they arise.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: what constitutes a positive and stimulating physical environment for learning a broad range of learning resources readily available that can be used to support the individual or group learning needs learning technologies.

Assessment Conditions

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.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS014 Support students with English as a second language

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to provide support to students who have English as a second language (ESL).

This unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Facilitate communication between the student, the school and home	1.1 Provide assistance with interactions between the student, the school and the parent/carer/guardian 1.2 Identify communication barriers and organise the use of interpreters/translators when necessary, in consultation with teacher
2. Implement an English as a Second Language (ESL) support program	2.1 Provide an ESL support program as directed by the teacher or support service personnel 2.2 Implement ESL support according to program specifications and student needs 2.3 Provide individual support to ESL students 2.4 Perform ESL support tasks in classroom or group activities 2.5 Maintain student confidentiality according to program/school guidelines 2.6 Provide information to school staff and liaise with other professionals when required
3. Support student ESL program	3.1 Investigate and discuss factors affecting language acquisition, with the ESL specialist and/or classroom teacher 3.2 Identify and deal with cultural issues in a sensitive and appropriate manner 3.3 Advocate for the student as necessary

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.
English as a Second Language (ESL) in this unit means:	English as an Additional Language or Dialect (EALD) English Language Dialect (ELD) English for Speakers of Other Languages (ESOL).

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS014 Support students with English as a second language

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: facilitated communication between the student, the school and home under the direction of a teacher at least twice, including: identifying communication barriers and organising interpreters/translators where necessary providing assistance as required implemented an ESL support program as directed by the teacher or under the guidance of a support officer, including: providing individual support to at least three ESL students performing ESL support tasks in classroom or group activities identifying and discussing factors affecting language acquisition with teacher identifying and handling cultural issues assisted at least two students in gaining English language skills.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: means by which students acquire English language skills factors affecting language acquisition immigration issues including common responses to and symptoms of ‘culture shock’ implications of cultural issues in the classroom a range of effective communication techniques.

Assessment Conditions

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.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS016 Support learning for students with disabilities in a classroom environment

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required as an introduction to working with students that have a recognised disability.

This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Apply understanding of the delivery of services for students with disabilities	1.1 Recognise the key issues facing students with disabilities and their carers 1.2 Apply the context of policy, regulatory and legal requirements to working with students with a disability 1.3 Demonstrate a commitment to access and equity principles in all work 1.4 Consider personal values and attitudes regarding disability when working with students 1.5 Apply understanding of the effects that specific disabilities may have on student learning
2. Support the rights, interests and needs of students with disabilities as part of the education team	2.1 Investigate and use strategies that assist students with disabilities to exercise their rights and independence 2.2 Acknowledge and accommodate different student requirements in the team’s approach to teaching and learning 2.3 Gather and record data as directed by the teacher 2.4 Identify and apply the support requirements of individual students
3. Respond to situations of risk or potential risk to students with disabilities	3.1 Report situations which may pose a health or safety issue to students or staff, according to organisation procedures 3.2 Respond to situations of immediate risk using predetermined strategies where available and report to appropriate personnel 3.3 Report uncharacteristic or inappropriate behaviour to teachers or other team members as needed 3.4 Take appropriate steps to maintain personal safety of self and others

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS016 Support learning for students with disabilities in a classroom environment

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: applied understanding of the rights of students with disabilities and the responsibilities of the education team in their education support work analysed the impact of own attitude on working with students with disabilities demonstrated understanding of stereotypes that may exist about people with disabilities and worked with a commitment to access and equity, by: communicating effectively with students, teachers, parents/carers demonstrating empathy and sensitivity to diversity evaluating risk situations identifying problems and choosing effective solutions interpreting information from written and/or verbal directions.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: consent, in terms of an awareness and understanding of what it means and strategies used to determine ability to consent discriminatory actions common risks to safety developmental and acquired disabilities holistic and individual-centred care principles and practices of confidentiality access and equity principles role of advocacy bodies student needs and rights including duty of care policies and procedures in relation to child protection.

Assessment Conditions

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.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDS018 Support students with additional needs in the classroom environment

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Correction to numbering in Element 3. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements.

Application

This unit describes the skills and knowledge required by an education support worker to support students with additional needs in classrooms where there are students with a mix of abilities and needs.

This unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Work with others to support students with additional needs	1.1 Identify own roles and responsibilities and those of others involved 1.2 Cooperate with others in support of students 1.3 Share information with others to facilitate student support in accordance with relevant procedures, guidelines and protocols
2. Support individual students with additional needs	2.1 Show respect, empathy and acceptance for individual differences in dealings with students 2.2 Encourage students in ways which promote their positive self-concept and self-esteem 2.3 Use language, equipment, materials and strategies suited to the student 2.4 Apply simple task analysis as necessary to assist students with additional needs 2.5 Identify the role, purposes and content of individual education programs to address additional needs 2.6 Follow individual education programs planned by teachers for particular students, and recommend amendments as appropriate
3. Assist with classroom programs to support students with additional needs	3.1 Identify and follow classroom strategies and programs used to support particular students 3.2 Assist with the modification of general activities to meet particular needs where necessary 3.3 Help with whole class activities as directed by teacher 3.4 Use behaviour management strategies and techniques appropriate to the students and as directed by teacher and others 3.5 Take appropriate steps to maintain personal safety of self and others
4. Contribute to learning opportunities	4.1 Identify strategies used by teachers to encourage problem-solving by students and support strategies appropriately, as required of teacher aide 4.2 Identify strategies used by teachers to assist development of independence and social skills in students and support strategies appropriately, as required of teacher aide 4.3 Notice and take opportunities to encourage and support incidental learning by students 4.4 Provide constructive advice and feedback to students 4.5 Where appropriate, provide suggestions to teachers or other members to improve learning opportunities of students

Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDS018 Support students with additional needs in the classroom environment

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Correction to numbering in Element 3. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: provided support in relation to at least two main areas of additional needs cooperated and shared information with others to facilitate student support used language, equipment, materials and strategies suited to the individual needs of at least two students followed individual education programs planned by the teacher for at least two students assisted in the modification of general activities to meet particular student needs assisted with whole class activities as directed by the teacher used behaviour management strategies and techniques provided at least two students with constructive advice and feedback.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: a wide range of additional needs and their implications for students’ learning individual education programs.

Assessment Conditions

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.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU001 Provide community focused health promotion and prevention strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to deliver a range of promotion and prevention strategies to the community.

This unit applies to workers in both health and community sectors. Workers at this level will be part of a professional team and under the guidance of a supervisor.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review health promotion plan	1.1 Clarify all aspects of the health promotion plan are still relevant 1.2 Locate relevant available promotion and prevention resources 1.3 Verify health promotion plans method of promotion delivery 1.4 Review budget necessary to develop, adapt and implement promotion and prevention strategies
2. Prepare for promotion and prevention activities	2.1 Engage with relevant stakeholders to obtain support for desired outcomes and promotion and prevention plan 2.2 Where necessary adapt existing promotion and prevention resources 2.3 Develop new promotion and prevention resources, according to the plan 2.4 Engage relevant stakeholders to review newly developed resources
3. Conduct promotion and prevention activities	3.1 Conduct prevention activities according to the promotion and prevention plan 3.2 Gather feedback on the immediate impact of the activity 3.3 Monitor the implementation of the plan and revise activities based on any feedback
4. Evaluate Health promotion activities	4.1 Undertake evaluation activities as set out in the plan 4.2 Collect client feedback and data on behaviour change for evaluation 4.3 Analyse data in preparation for reporting purposes
5. Report and document information	5.1 Document information about activities according to the organisation’s protocols 5.2 Adhere to privacy and confidentiality requirements when reporting feedback 5.3 Use appropriate terminology to document consumer response, outcomes and identified problems related to prevention strategies

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU001 Provide community focused health promotion and prevention strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed and implemented promotion and prevention strategies to at least 2 community groups with different needs

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

mental health and its perception in the community

The Ottowa charter for health promotion

alcohol and other drugs (AOD) and its perception in the community

the importance of promotion and prevention in the health and recovery continuum

methods and models for social inclusion

a range of promotional strategies and their suitability for different purposes

methods for obtaining feedback on promotional activities

evidence based practice

a range of relevant promotional resources

Assessment Conditions

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 modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU002 Plan health promotion and community intervention

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to plan health promotion and community intervention.

This unit applies to workers in both health and community sectors. Workers at this level will be part of a professional team and under the guidance of a supervisor.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify key issues in preventative health care	1.1 Use social research methods to analyse population health trends, demographic, social and epidemiological information and data 1.2 Identify key issues in preventative health for the community from data obtained 1.3 Identify current responses to preventative health care 1.4 Apply preventative health care strategies to develop solutions to community issues 1.5 Define target populations and determine consultation processes 1.6 Examine policy and funding contexts and issues
2. Work within the educational framework of health promotion	2.1 Integrate preventative health care perspective into community development and capacity building 2.2 Select and apply relevant strategies to health promotion in the community 2.3 Identify and plan required partnerships with stakeholders 2.4 Engage key stakeholders as focus group 2.5 Identify a range of techniques to engage community in health promotion activities 2.6 Define most appropriate methods for information dissemination to target population 2.7 Access and implement key resources for health promotion activities
3. Formalise plan of health promotion activities	3.1 Define key deliverables of health promotion/community intervention plan 3.2 Define timeline for health promotion/community intervention plan, noting key deliverables 3.3 Define contingencies if applicable 3.4 Allocate budget resources to key deliverables of plan 3.5 Develop an evaluation strategy 3.6 Write plan in line with organisational policies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU002 Plan health promotion and community intervention

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed 2 health promotion and/or community intervention plans by:

using social research methods and epidemiological data to analyse health trends

interpreting data and identified key preventative health issues and target audiences

developing and applying a range of preventative health strategies to plan appropriate health promotion within the community

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

current and historical approaches to preventative health care

various social research methods and how data relating to health issues is collected and potentially used

primary health care principles

a range of health promotion resources and strategies useful to the job role

the range of obstacles to the uptake of delivered health promotion, including:

culture/religion

age

language

the funding and policy environment in which the health promotion activities are taking place

community engagement

information dissemination

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used the following conditions must have been met for this unit:

use of suitable facilities, equipment and resources, including:

health promotion resources

health data, including epidemiological data

modelling of industry operating conditions

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU003 Provide sexual and reproductive health information to clients

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to communicate with and provide information to others in the area of sexual and reproductive health in one to one or small group environments.

This unit applies to workers in both health and community sectors. Workers at this level will be part of a professional team and under the guidance of a supervisor.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Ensure the rights of clients are observed	1.1 Participate in personal and professional development activities to ensure own attitudes and values are identified 1.2 Develop and implement strategies which enable delivery of a service to clients that ensures own attitudes and values are not imposed on clients and clients feel their attitudes and values are respected 1.3 Ensure all interactions with clients demonstrate respect and dignity for their rights 1.4 Employ a range of non-verbal and verbal techniques to ensure own attitudes and values are not communicated to or imposed on clients and clients feel their attitudes and values are respected
2. Employ appropriate techniques with clients	2.1 Provide referrals in situations where own personal and professional abilities do not match client priorities 2.2 Apply an appropriate model of sexuality development in assessing clients priorities 2.3 Provide information about relevant legal issues in appropriate situations 2.4 Operate in accordance with legal obligations to ensure compliance with duty of care obligations 2.5 Develop and implement strategies which facilitate clients to express their own attitudes and values
3. Provide information about sexual and reproductive health	3.1 Undertake planning to ensure client priorities will be met by the information provided 3.2 Provide information that is age and culturally appropriate in a non-judgemental way 3.3 Routinely evaluate the effectiveness of the information offered. Review and adjust approach and activities accordingly 3.4 Provide appropriate, relevant and accurate resources and materials to enable clients to effectively maintain their sexual and reproductive health

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU003 Provide sexual and reproductive health information to clients

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

determined the sexual and reproductive health information needs of at least 2 clients with varying needs and provided appropriate information in a non-judgemental manner

Knowledge 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:

own personal and social values and attitudes and their potential impact on information provision

positive self-esteem and self concept

community resources and referral networks

sources of information

human rights and responsibilities

heteronormativity

fundamentals of sexuality development across the lifespan, including:

anatomy and physiology of human sexuality

sexual function and dysfunction

pregnancy, birth and contraception

reproductive and sub-fertility issues

sexually transmissible infections (STIs), human immunodeficiency virus (HIV) and safer sex issues

sexuality events in the life cycle

diversity including sexual orientation and gender identity

Assessment Conditions

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 modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU004 Develop, implement and review sexual and reproductive health education programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to develop, deliver and evaluate sexual and reproductive health education programs.

This unit applies to workers in both health and community sectors. Workers at this level will be part of a professional team and under the guidance of a supervisor.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify community issues relating to sexuality and sexual health and well being	1.1 Access and interpret community demographics, social trends and indicators 1.2 Analyse community access to health resources 1.3 Research health promotion programs currently being delivered to various community groups 1.4 Consider preventative strategies for community health and well being 1.5 Access policy directions and legal requirements to ensure currency 1.6 Review social support networks for groups presenting with issues 1.7 Consider community reaction to program delivery
2. Provide a positive learning environment	2.1 Review own attitudes and values in relation to sexual and reproductive health and the impact they have on providing an effective education program 2.2 Model the application of social justice principles 2.3 Structure learning programs to demonstrate valuing of diversity and individual choice
3. Design educational program to meet identified needs	3.1 Assess specific target group priorities and the need for education in the areas of sexuality and sexual health 3.2 Plan the method of delivery to meet the specific needs that have been identified 3.3 Design programs that are culturally inclusive and/or culturally unique 3.4 Develop strategies that facilitate clients to explore their own values and beliefs around sexuality 3.5 Respond to issues of disclosure and privacy according to organisation policies and procedures and legislative requirements
4. Evaluate program delivery and effectiveness	4.1 Measure changes in target group awareness of methods to improve sexual health and compare to the base line need 4.2 Access input from other service providers in the broad area of sexuality and sexual health to determine trends in behaviour 4.3 Access feedback from participants in the program and analyse it for improvement opportunities 4.4 Consider possible impact of broader social and policy issues as part of program evaluation and revision 4.5 Review and improve upon program documentation

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU004 Develop, implement and review sexual and reproductive health education programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed, implemented and reviewed at least 2 different sexual and reproductive health education programs to address a range of needs of 1 community group and 1 individual

Knowledge 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:

community demographics, social trends and indicators

social justice principles

evidence based practise

current organisation policy in relation to sexual and reproductive health initiatives and associated legal requirements

own personal and social values and attitudes and their impact on education program development and delivery

community resources and referral networks

fundamentals principles of:

the anatomy and physiology of human sexuality

sexual function and dysfunction

pregnancy, birth and contraception

reproductive and sub-fertility issues

sexually transmissible infections (STIs), human immunodeficiency virus (HIV) and safer sex issues

sexuality events in the life cycle

sexuality development across the lifespan

sexual assault and harassment

sexual identity and orientation

legal and ethical issues in sexuality

sexuality and disability

sexuality in cultural contexts

gender and gender identity

sexual identity and sexual behaviour

heteronormativity

effective sexuality education

sexual health promotion and policy

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU005 Work with clients to identify financial literacy education needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to work in the community and health sector with target groups and individuals to identify their financial literacy education requirements.

This unit applies to workers who are part of a professional team and under the guidance of a supervisor.

Financial literacy education provides targeted information and resources to meet particular client needs.

Acquisition of financial literacy education competencies alone does not provide sufficient foundation to undertake complex financial literacy education or financial counselling.

Where financial issues have the potential to become complex, clients should be referred to a qualified financial counsellor.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify roles and boundaries relevant to role of financial literacy education	1.1 Identify and communicate the role and limits of a financial literacy educator with client 1.2 Refer appropriately to specialist services according to clients priorities
2. Identify own values regarding money management	2.1 Identify own values and attitudes in relation to money management 2.2 Develop awareness of the influence of own attitudes to money management 2.3 Discuss with supervisor methods of developing professional boundaries of own values and attitudes
3. Identify the values and attitudes of diverse client groups impacting on financial management	3.1 Assist clients to identify influence of own values and attitudes towards money management 3.2 Assist clients to identify their own money management styles 3.3 Assist clients to identify any barriers to effective personal money management 3.4 Identify the role of money for different client groups 3.5 Work with client in a method that respects their values 3.6 Ensure own values do not effect the working relationship
4. Target financial literacy education to client needs	4.1. Identify specific needs of clients or target group in relation to financial literacy education 4.2 Identify specific money management issues relating to different target groups

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU005 Work with clients to identify financial literacy education needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

Identified the financial literacy education requirements of 3 different clients or target groups, including:

identified financial literacy educational solutions to address client specific needs

matched education activities with needs and priorities of target group and/or individual

demonstrated empathy to client groups experiencing financial difficulty and hardship

demonstrated collaboration and consultation with key people and organisations

Knowledge 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:

money planning issues from a personal perspective

role of a financial counsellor and literacy educator

referrals to financial counselling and other specialist services

intergenerational poverty

the role of money in society and client groups

broad range of values and attitudes in relation to money

inequality and the power structure

cultural differences in relation to understanding of money

technological issues associated with managing money

assessment and analysis of client needs

resources and support available within the community relating to personal money management

local demographics and their potential impact on client financial issues

special needs of clients in relation to financial management

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU006 Improve clients' fundamental financial literacy skills

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to provide education for individual clients or groups to strengthen fundamental financial literacy skills in order to address identified needs, goals and priorities in relation to personal financial management.

This unit applies to workers in both health and community services sectors. Workers at this level will be part of a professional team and under the guidance of a supervisor.

Financial literacy education provides targeted information and resources to meet particular client needs.

Acquisition of financial literacy education competencies alone does not provide sufficient foundation to undertake complex financial literacy education or financial counselling.

Where financial issues have the potential to become complex, clients should be referred to a qualified financial counsellor.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assist client groups to understand the role of budgeting in personal financial management	1.1 Explain the concept of budgeting in the lives of different clients 1.2 Explain the importance of effective budgeting to meet regular and irregular expenses and relate this to different stages of life 1.3 Explain the importance of setting financial goals and analyse in relation to client’s goals and priorities 1.4 Identify and address barriers that might prevent financial goals being achieved 1.5 Explain the types of behaviours and skills required for successful budgeting
2. Assist clients to identify key principles of budgeting and money management	2.1 Explain different styles of budgets and plans 2.2 Identify types of regular and irregular expenses 2.3 Identify appropriate payment options to suit the budgeting style 2.4 Discuss important of record keeping in relation to spending 2.5 Assist client to understand basic paperwork relevant to their money management needs 2.6 Identify appropriate record keeping method for the client
3. Assist client to develop a personal budget	3.1 Explain components of a personal budget 3.2 Assist client to identify and list all income and expenditure for a relevant period of time 3.3 Identify regular and irregular items of expenditure and project these expenses over a future length of time in relation to income periods 3.4 Identify surplus or deficit and discuss with the clients in relation to their stated priorities 3.5 Encourage clients to allocate surplus funds towards meeting identified financial goals
4. Provide resources to assist client to self manage their finances on an ongoing basis	4.1 Provide the client with budgeting tools to assist in developing own personal budget to suit their particular needs 4.2 Discuss strategies and tips to successfully manage a personal budget 4.3 Provide relevant community information and resources to assist client in meeting their financial needs 4.4 Assist clients to identify when a budget requires review 4.5 Refer to specialist services or financial counselling according to clients needs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU006 Improve clients' fundamental financial literacy skills

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided financial literacy education to at least 3 different individuals or target groups, including:

provided information clearly in line with predetermined needs

provided follow up resources and/or referrals as required

Knowledge 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:

purpose of budgeting

life events

short term versus long term planning:

personal budget

income

expenditure

living expenses

repayments

regular and irregular income and expenses, fixed and variable expenses

prioritising

payment options including B-Pay, EFTPOS, ATM, Centrepay, direct debit, budget cards, lay-by, direct payments, scheduled payments

emergency relief

community resources

microfinance options

referral networks

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU007 Provide group education on consumer credit and debt

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to work in the community services and health sector with target groups and individuals to identify their financial literacy education requirements.

This unit applies to workers who will be part of a professional team and under the guidance of a supervisor.

Financial literacy education provides targeted information and resources to meet particular client needs.

Acquisition of financial literacy education competencies alone does not provide sufficient foundation to undertake complex financial literacy education or financial counselling.

Where financial issues have the potential to become complex, clients should be referred to a qualified financial counsellor.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Explain role of credit and options	1.1 Explain concepts and terminology of credit provided by a financial institution and the debt incurred by a borrower 1.2 Compare features of different types of loans or credit facilities 1.3 Identify differences between unsecured and secured loans and explain implications of default on secured and unsecured loans 1.4 Explain the cost of credit 1.5 Explain uses of documentation and the importance of maintaining paperwork
2. Identify common debt issues	2.1 Discuss common types of debt with client group and identify its potential implications in relation to specific client’s situation 2.2 Provide appropriate referrals to specialised services to assist clients to deal with debt issues 2.3 Identify and inform clients of ways to avoid debt as a means to assist client to minimise debt 2.4 Identify and inform clients of range of debt reduction strategies to address client situation
3. Identify complaints and hardship options to address personal financial issues	3.1 Provide general information on informal and formal complaint processes 3.2 Provide general information on hardship provisions

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU007 Provide group education on consumer credit and debt

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided debt and consumer credit education to at least 3 clients or target groups.

Knowledge 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:

limits of role of financial literacy educator

appropriate referral sources

advantages and disadvantages of debtor options and consolidation

contracts, insurance, rental agreements

structural issues of debt

options for complaints

regulatory bodies, credit reference agencies and consumer advisory bodies

referrals

limits and boundaries

credit concepts and options

consumer rights and responsibilities

superannuation

hardship options

cost of credit:

simple and compound interest

interest charges and fees

default fees

overdrawn fees

early termination fees

establishment fees

targeting different client groups

structural and systemic causes of financial hardship

relationship debt

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU008 Share health information

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to share health information in a community health context.

This unit applies to workers in both health and community sectors. Workers at this level will be part of a professional team and under the guidance of a supervisor.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify health information requirements	1.1 Obtain information from key stakeholders regarding community health priorities 1.2 Hold discussions with key stakeholders and community stakeholders 1.3 Assess and document levels of current health information in the community according to organisation guidelines 1.4 Identify gaps in available health information 1.5 Determine and prioritise community health information needs 1.6 Determine best delivery method of health information 1.7 Asses costs of various delivery methods
2. Develop health information in an appropriate context	2.1 Prepare and assemble resources in consultation with key people and community stakeholders 2.2 Develop health information using techniques appropriate to the target audience 2.3 Focus test health information with appropriate audience
3. Implement sharing of health information	3.1 Negotiate with key stakeholders and target audience to determine method, location, time and place for sharing health information 3.2 Develop promotional plan for health information delivery 3.3 Deliver health information in a clear, non-judgemental and concise manner 3.4 Obtain feedback from the audience to determine whether information is correctly understood
4. Evaluate presentation of health information	4.1 Review progress and/or outcome against community needs, in consultation with key stakeholders 4.2 Suggest improvements to the methodology of sharing health information 4.3 Implement changes to methodology in consultation with key stakeholders according to evaluation

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU008 Share health information

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

identified the health information requirements in consultation with key stakeholders of 2 target audience

researched different methods of delivery, including the effectiveness and the costs

developed, delivered and evaluated health information for at least 2 different health issues, delivery methods and target audiences in consultation with target audience and other key stakeholders

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

local community health plans

community sector networks

evidence based practise

diversity

inclusivity

organisation policies of program development

organisation policies of information dissemination

legal and ethical issues for informational dissemination

collection and interpretation of health data

health promotion strategies and techniques relevant to the job role

evaluation models and techniques relevant to the presentation of health information

information and resource sources

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU009 Provide parenting, health and well-being education

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Supersedes CHCCS414A

Application

This unit describes the skills and knowledge required to identify client needs and provide education in a small group or one to one setting regarding effective parenting behaviour, general health and well-being issues.

This unit applies to individuals working with parents or families in diverse community services or health contexts. Workers at this level will be part of a professional team and under the guidance of a supervisor.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client priorities and interests	1.1 Evaluate available information to determine nature of client education and support needs 1.2 Investigate and confirm key issues of concern 1.3 Determine stage in client decision to seek information or change 1.4 Review current skills and expectations for skill development 1.5 Develop strategies to match client educational needs 1.6 Identify and organise resources required to support strategies 1.7 Seek additional assistance and expertise as required
2. Communicate with clients about parenting, health and well-being	2.1 Tailor information, and the way it is presented, to the specific needs of the group and the community 2.2 Acknowledge and support client strengths 2.3 Provide information on key knowledge and skill sets that support positive parenting, health and well-being and which aligns with current policy 2.4 Provide information on factors that can impact on family capacity to function effectively 2.5 Explore the interrelationships between different behaviours, attitudes and beliefs and their impact on family well-being 2.6 Encourage clients to share experiences 2.7 Conduct ongoing assessment of client skills, knowledge and attitudes
3. Support the practice of new behaviours	3.1 Raise awareness of health and well-being issues with clients not contemplating change 3.2 Encourage clients to develop active support networks and further development options 3.3 Promote effective parenting techniques and healthy lifestyle habits 3.4 Provide clear feedback to clients on progress in skill development 3.5 Identify and respond to client difficulties in changing behaviours in a supportive way 3.6 Identify issues that may require referral to professional support and discuss with the client
4. Communicate professional support services to clients	4.1 Identify possible professional support services available to clients 4.2 Provide information on referral pathways to professional support services 4.3 Encourage clients to seek professional support if appropriate
5. Evaluate education support provided	5.1 Seek feedback from clients regarding services provided 5.2 Assess the success of support services in meeting objectives 5.3 Identify potential improvements and integrate into future practice

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU009 Provide parenting, health and well-being education

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Supersedes CHCCS414A

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided parenting, health and well-being education to at least 2 different clients or client groups, using processes to:

identify specific needs and tailor education to address needs

evaluate program against identified needs of each client or client group.

Knowledge 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:

legal and ethical considerations for education in parenting, health and well-being, and how these are applied in organisations and individual practice:

children in the workplace codes of conduct

discrimination

duty of care

human rights

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations for those without legal qualifications

work health and safety

factors that affect the capacity of families to function effectively

key stages of child development and needs at different stages

features of a healthy lifestyle, including:

role of nutrition and diet

exercise and physical activity

safety and security

different models of parenting including cultural differences

different models of parents/families

traditional

non-traditional

opposite sex

same sex

impact of positive parenting in regards to formation of healthy lifestyle behaviours of children

support networks available to parent and families.

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:

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU010 Prepare and evaluate relationship education programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCFAM409B/CHCFAM411B/CHCFAM412B/CHCFAM510B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to identify relationship education needs of diverse groups and develop or adapt existing educational and support programs to meet those needs.

This unit applies to practitioners who work in relationship education in the community services sector. Relationship education may be a part of another work role. Delivery of programs is covered in separate group work units.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify relationship education needs	1.1 Obtain and review information about the target group and its needs and characteristics 1.2 Confirm the specific issues affecting the target group in terms of interpersonal relationships 1.3 Identify and respond to the need for potential referral or collaboration with other services 1.4 Recognise when existing programs may be used or adapted to meet client needs 1.5 Determine key purpose of program to be developed or delivered
2. Adapt and design relationship education programs	2.1 Select education program model and approach based on client needs and presenting issues 2.2 Identify potential resource and operational constraints and use to inform program design 2.3 Identify and respond to potential barriers to participation in program design 2.4 Structure and adapt programs that address the range of influences affecting the target group 2.5 Collaborate with clients in program design according to organisation procedures 2.6 Determine ways to evaluate programs based on their content and the target group 2.7 Document program content and operational requirements according to organisation procedures
3. Evaluate relationship education programs	3.1 Seek and obtain feedback on program delivery from colleagues and clients 3.2 Analyse and reflect on feedback to identify areas for future improvement 3.3 Adjust or confirm programs according to organisation procedures and scope of own job role

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU010 Prepare and evaluate relationship education programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCFAM409B/CHCFAM411B/CHCFAM412B/CHCFAM510B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

prepared or adapted, documented and evaluated relationship education programs, including the articulation of rationale, to meet the needs of at least 3 diverse groups, including those targeted to:

different ages

different genders

different family groupings

prepared or adapted programs based on at least 2 different relationship education models or theories

prepared or adapted programs for delivery in at least two different mediums.

Knowledge 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:

legal and ethical considerations (national and state/territory) for program development, and how these are applied in organisations and individual practice:

discrimination

duty of care

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers and employers

work role boundaries – responsibilities and limitations

work health and safety

diversity of family structures and cultural, religious, community and familial obligations inherent in diverse family structures and backgrounds and the impact these can have on interpersonal relationships

different theories regarding development of male and female identity, gender and potential impact of gender, roles and stereotyping on individuals and personal relationships

dynamics of couples, parenting and parenting roles, stages of life-cycle and relationship cycles

importance of primary attachments in the lives of children

aspects of loss and phases of grief including the range of responses to loss and grief and potential impacts of these on relationships

changing roles, influences and issues facing diverse groups of people in Australian society, including those relating to:

children and young people

men

women

families

couples, including separated and divorced couples

parents – fathers, mothers, step parents, non-biological parents

differences in communication styles between different target groups and how these are addressed in relationship education programs

potential barriers to participation for different target groups

program design principles and how to adapt these to meet the needs of different target groups and different forms of presentation

key principles of current theoretical frameworks, models and tools of relationship education practice, and their strengths and weaknesses for different situations

models to explain power issues in relationships and relationship systems as well as to understand and inform responses to abuse and conflict in relationships

elements which contribute to healthy, effective and lasting family relationships

evaluation strategies for relationship education programs.

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:

target group information

organisation policies and procedures

sources of information on relationship education models and theories

modelling of industry operating conditions, including:

scenarios that involve interactions with other people as nominated in the performance evidence.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU011 Work with parents or carers of very young children

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCFAM421B

Application

This unit describes the skills and knowledge required to evaluate parent/carer needs and work collaboratively to help them develop their parenting skills and confidence using a strengths-based approach.

This unit applies to individuals working in a range of community services contexts. It has particular application to those involved in relationship education.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Evaluate parent/carer needs	1.1 Review information that identifies current client parenting situation 1.2 Provide information and use targeted questioning to assist fathers, mothers and carers to explore their current situation and challenges as individuals and as a family 1.3 Encourage parents/carers to recognise their beliefs, values and perceptions about children, their own roles and the place of children in their lives 1.4 Identify situations beyond scope of own role and make referrals according to organisation procedures 1.5 Reflect on information provided and use as a basis for work
2. Facilitate development of team parenting skills	2.1 Assist parent/s to identify their own strengths and areas for development as parents, individually and as a team 2.2 Work with parents to develop strategies and tools to build on their own and each other's strengths 2.3 Identify and work collaboratively to find solutions to the particular challenges faced by separate and single parents
3. Develop parenting skills in parents of very young children	3.1 Assist parents to identify relevant areas for development of their parenting confidence and competence by reviewing areas of concern 3.2 Use and share tools and strategies to assist parents to develop parenting confidence and competence 3.3 Assist parents to review current skill development and identify further appropriate opportunities for development 3.4 Identify and use internal and external resources for additional sources of assistance 3.5 Document advice and support provided according to organisational procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU011 Work with parents or carers of very young children

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCFAM421B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked collaboratively with at least 3 sets of parents/carers presenting with different situations to develop parenting skills, including:

first time parents/carers

carers who are not fathers or mothers

separate/single parents

parents/carers from diverse cultures

worked with parents/carers experiencing challenges arising from at least 3 different types of stress.

Knowledge 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:

legal and ethical considerations for working with parents/carers, and how these are applied in organisations and individual practice:

codes of conduct

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations

work health and safety

models and theories for working with parents, including infant attachment theory and the impact of good attachment on child development

roles of fathering and mothering, parenting, parenting skills and the important role played by fathers, mothers/carers and parents in the life of their child/children

types of issues and stresses that may affect fathers, mothers, caregivers and families of very young children, and their key indicators including:

addictions

attachment

breast feeding challenges

changes in relationship

cultural or religious considerations

developmental delays

financial stresses and economic factors

housing

levels of natural supports

lifestyle changes

mental health

post-natal depression

relationship changes

relationships between siblings and baby

sleep deprivation

social isolation

value placed on the role of father, mother, caregiver

child development and corresponding needs of babies and very young children including key social, physical, psychological, cognitive and emotional development

general health and well being requirements for babies including general requirements for sleep, nutrition, stimulation and settling

types of tools and strategies that may assist clients develop parenting skills, including:

developing understanding of other perspectives

respecting roles played by others

time management skills

honest, assertive and respectful communication

active listening

importance of compromise

maximising equitable opportunities to meet personal needs

building confidence and competence in parenting skills

recognising the importance of the relationship between the partners and ensuring time to maintain this relationship

sources for referral and ways in which these can be accessed

own experience, biases, values and beliefs and their potential impact on ability to work effectively with various client groups.

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:

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU012 Facilitate couple processes in group work

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCFAM413B/CHCFAM414B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to work with individuals and couples in a group setting to facilitate the relational/emotional system in couples in order to bring about positive change

This unit applies to practitioners who work in relationship education in the community services sector.

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

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Facilitate couple interaction within the group environment	1.1 Provide a clear introduction which establishes norms, goals, intended outcomes and learning processes for couples 1.2 Create balance between opportunities for individual, couple and community participation, development and reflection 1.3 Use strategies appropriate to the stage of couples’ relationship to promote couple discussion and decision-making 1.4 Respond promptly and appropriately to couples displaying distress or concern in a manner that maximises safety and confidentiality for each individual 1.5 Maintain an appropriate balance between stated program outcomes and the needs of each individual/couple 1.6 Encourage exploration and discussion by challenging individual and couple knowledge, skills and values in a sensitive way
2. Use tools to explore couple relationships	2.1 Use tools appropriate to the social, cultural and developmental stage of couples’ relationship according to program requirements 2.2 Modify the use of the tools to accommodate individual couple needs, taking account of overall objectives 2.3 Provide opportunities for the couple to consolidate their learning and to plan for transfer learning into their everyday contexts
3. Respond to presenting issues	3.1 Respond to participants in a manner that is sensitive to severity of the presenting issue and specific needs of the client 3.2 Manage interactions in a manner that ensures maximum consideration for the safety of clients, colleagues, self and others according to organisational procedures and duty of care requirements 3.3 Manage interactions with, and responses to individuals and couples according to accepted practices of prevention and intervention 3.4 Assess information obtained from clients to establish priorities for action and document according to organisation procedures 3.5 Seek assistance from appropriate professionals when issues are identified as beyond own limitations and boundaries

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU012 Facilitate couple processes in group work

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCFAM413B/CHCFAM414B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

engaged diverse couples in at least 3 different group processes and discussions

used at least 2 different relationship education models or theories in couples work

used the following interpersonal and facilitation skill in couple work:

listening

questioning

effective non-verbal communication

empathetic responding

paraphrasing

summarising

negotiation

techniques for maintaining group cohesion

conflict resolution

debriefing.

Knowledge 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:

legal and ethical considerations for working with couples in groups, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations, including:

boundaries between education and counselling

legal parameters for working with clients experiencing sexual, physical and emotional abuse, mental health issues

work health and safety

principles and processes of strengths-based practice

current, emerging and historical values, beliefs, traditions and spiritual aspects of intimate relationships including marriage

potential needs of participants within the group, including:

validation of experiences

expression of emotions

development of self-awareness

development of greater awareness of others including appreciation and understanding of partners and other family members

development of communication and self-expression skills

opportunities to identify and recognise characteristics of successful relationships including

family life-stage transitions and relationship life-cycles and stages – social, cultural and developmental:

courting/dating

cohabitating, engagement, marriage, remarriage

birth of first and subsequent child/children

ageing

death of parent/partner

retirement

caring issues

children growing up, leaving home

older children remaining at home

becoming grandparents

separation/divorce/repartnering

issues potentially impacting on couples and their relationships including issues related to:

addiction

cultural and linguistic diversity

gender

health, both physical and mental

spiritual/religious beliefs

education level and ability

socioeconomic status

political position

family issues, themes and legacies

specific couple issues and their impacts:

sexuality, intimacy

trust, respect, love

affairs

separation

repartnering

issues affecting same sex couples

infertility

power and control within relationships

finances and financial and budgeting decisions

domestic and family violence and abuse

conflict

recognition and acceptance of difference

tools for relationship work, how these are used in practice and their scope and limitations

theories of change and relationship education models for working with clients

nature of domestic and family violence including key indicators, effects, and appropriate responses to ensure the safety of self, clients, their families, colleagues and others within appropriate cultural contexts

complex interpersonal interactions, power in relationships, abuse and conflict

communication and interpersonal technique and how they are used in psycho-educational groups, including:

listening

questioning

effective non-verbal communication

empathetic responding

paraphrasing

summarising

negotiation

conflict resolution

techniques for maintaining group cohesion

debriefing

own values, beliefs and experiences which may impact on couples work practice

referral protocols and referral sources for group members in need of additional services

group skills and group dynamics

adult education principles and practices.

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:

group member information

organisation policies and procedures

sources of information on relationship education models and theories

modelling of industry operating conditions, including:

scenarios that involve groups comprising multiple couples.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU013 Facilitate adult learning and development

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements Significant change to knowledge evidence Supersedes CHCCS427B

Application

This unit describes the skills and knowledge required to identify individual learning needs and develop a collaborative learning relationship in a one-on-one or small group context.

This unit applies to community service workers who support others with learning in any context. Work may be voluntary and undertaken under the supervision of more experienced specialist trainers and supervisors.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish the learning relationship	1.1 Identify needs and goals for individual learning in collaboration with the learner and discuss with relevant colleagues 1.2 Identify individual's learning style, learner characteristics and abilities, and context for learning 1.3 Select activities, techniques and processes to facilitate individual learning and explain and discuss with the learner 1.4 Clarify and agree on boundaries and expectations of the learning relationship 1.5 Develop and document individualised learning plan, and discuss with learner 1.6 Seek feedback and assistance from colleagues or supervisors according to specific needs 1.7 Obtain organisation support for implementation according to the context for learning
2. Maintain and develop the learning relationship	2.1 Prepare for each meeting or session according to learning plan requirements 2.2 Grow the relationship and sustain active participation using effective communication and interpersonal skills 2.3 Use structured learning activities as planned to support and reinforce new learning, build on strengths and identify areas for further development 2.4 Use leadership and motivational skills to enable the learner to take responsibility for learning, practising ethical behaviour at all times 2.5 Observe learner cues and change approach where necessary to maintain momentum 2.6 Acknowledge, respect and value individual differences and clients with particular needs 2.7 Schedule regular meetings to monitor the effectiveness of the learning relationship
3. Close and evaluate the learning relationship	3.1 Recognise readiness for closure of individual learning relationship 3.2 Seek feedback from the learner on the outcomes achieved and the value of the relationship 3.3 Evaluate whether the learning relationship met agreed learning needs and goals 3.4 Reflect on own performance in managing the relationship, identify areas for improvement and discuss with supervisor 3.5 Document outcomes as required by the learning relationship and organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU013 Facilitate adult learning and development

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements Significant change to knowledge evidence Supersedes CHCCS427B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	worked collaboratively with at least 3 different people to support their learning and development using structured processes for identifying, and responding to individual learning needs

•	established and developed positive learning relationships using interpersonal and communication skills.

Knowledge 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:

•	legal and ethical considerations, and how these are applied in organisations and individual practice

-	codes of practice

-	discrimination

-	duty of care

-	privacy, confidentiality and disclosure

-	records management

-	work role boundaries – responsibilities and limitations

-	work health and safety

•	principles of person-centred practice

•	change processes, including:

-	how people work through change

-	behaviour associated with change

•	needs and characteristics of individual learners and how they may be impacted by

-	cultural background and needs

-	employment status

-	language, literacy and numeracy requirements

-	length of time resident in Australia

-	level of formal schooling in Australia or overseas

-	level of maturity

-	past learning experiences

-	preferred learning styles

-	specific physical or psychological needs

•	types of inclusions in an individualised learning plan

-	contingency plans

-	goals to be achieved

-	logistics of the learning relationship

o	period of relationship

o	frequency of meetings and length of sessions

o	location of meetings or contact

-	structure of the learning relationship:

o	activities to be undertaken

o	monitoring processes

o	tools and equipment needed

o	shadowing

-	WHS considerations

•	techniques to facilitate individual learning

•	different learning styles and their features, including

-	activist

-	auditory

-	global and analytical

-	kinaesthetic

-	pragmatic

-	reflective

-	tactile

-	theoretical

•	effects of verbal and non-verbal communication, such as

-	how to interpret behaviour

-	how to model behaviour and values

•	learner cues

-	evidence of frustration, distraction, stress

-	evidence of problems or issues which may be personal or related to the individualised learning

-	level of communication and interaction

-	level of dependence or independence

-	level of ease or difficulty in undertaking learning activities

-	level of engagement or disengagement

-	regular or irregular attendance

-	stagnation in learning

•	how to create or adapt new learning activities as well as other learning options and referrals

•	types of structured learning activities and how they are used, including

-	demonstrations and role plays

-	direction, guidance and mutual discussion

-	learning journal

-	practice opportunities

-	projects

-	readings and research

-	role modelling

-	video and audio analysis

-	written exercises

•	learning cycle, including

­	concrete experience

­	observation and reflection

­	concept formation

­	testing new learning

•	adult learning principles

•	learner cues that may reflect difficulties with individual learning relationships

•	sources and nature of external support services

•	signs of readiness for closure of learning relationship, including

­	level of independence in learning

­	measure of improvement

­	readiness to maintain learning through other means or modes

­	self-assessment by the learner

­	severe or fixed blockages in the relationship

•	tools to evaluate learning outcomes and broader impacts of learning

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 learner information

•	modelling of industry operating conditions, including scenarios that involve interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFAM001 Operate in a family law environment

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements . Significant change to knowledge evidence. Supersedes CHCFAM505B

Application

This unit describes the skills and knowledge required to determine and respond to family law requirements, work collaboratively within the family law system, and contribute to improved work practices linked to family law.

This unit applies to family relationship counsellors, family dispute resolution practitioners, children’s contact service workers, intake workers and other service providers working in the context of family law.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine and respond to family law requirements	1.1 Identify, access and interpret sources of information on family law and related areas 1.2 Evaluate own area of work and determine the scope of family law requirements for individual practice 1.3 Use and follow the systems, processes, documentation and reporting requirements of family law 1.4 Provide accurate and current information to clients about family law and available support options 1.5 Identify situations beyond own expertise and seek, or refer clients to, sources of specialist legal advice
2. Collaborate with others in the family law system	2.1 Identify and establish effective working relationships with colleagues in the family law system 2.2 Negotiate and liaise with other areas of the family law system according to specific client needs 2.3 Promote cooperation with other professionals and encourage clients to use other professional resources where appropriate
3. Contribute to workplace improvements	3.1 Pro-actively update and maintain currency of family law knowledge 3.2 Identify situations where work practices could be improved to meet family law responsibilities 3.3 Pro-actively share feedback with colleagues 3.4 Identify and take opportunities to contribute to the review and development of policies and protocols

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFAM001 Operate in a family law environment

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCFAM505B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	correctly applied family law to at least 5 different client situations, that individually or cumulatively include needs relating to:

•	domestic and family violence/safety

•	finance

•	property

•	children

•	relationship conflict

•	demonstrated effective use of the following in the context of family law:

•	systems and process

•	documentation

•	reporting

•	collaboration with others in the system

•	developed appropriate responses to at least 5 different legal or ethical dilemmas in the family law context

•	identified and analysed at least 3 work practices in terms of how they meet family law responsibilities and what improvements could be made.

Knowledge 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:

•	the different points at which services may be provided in the family law context, including:

•	prevention

•	assessment

•	intervention and support services

•	different client needs within the family law context, and how to respond, including to matters relating to:

•	domestic and family violence/safety

•	finance

•	property

•	children

•	relationship conflict

•	systems and processes within the family law environment

•	Commonwealth family law legislation, how this is applied in organisations and in individual practice, including:

•	Family Law Act 1975 – Part II (Family dispute resolution and confidentiality and inadmissibility provisions), Part IIIA (obligations re provision of certain information to clients), Part IIIB (Court may refer parties to family counselling, FDR and other family services), Part VII (Children – outlines section 60I requirements, mandatory reporting of child abuse requirements) and Part VIII (Property, spousal maintenance and maintenance agreements).

•	Family Law Legislation Amendment (Superannuation) Act 2001 and Regulations – deals with splitting of superannuation benefits

•	Family Law (Family Dispute Resolution Practitioners) Regulations 2008 – sets out accreditation requirements and obligations for FDRPs.

•	Family Law Regulations 1984 – sets out amongst other things what prescribed information (about non-court based family services and court processes and services, reconciliation, Part VII proceedings) ‘advisors’ should be giving clients.

•	Commonwealth child support legislation, how this is applied in organisations and in individual practice, including:

•	the Child Support (Assessment) Act 1989 and Regulations – set out the law about eligibility to receive, and liability to pay, child support and establishes the authority of the Child Support Agency)

•	the Child Support (Registration and Collection) Act 1988 and Regulations – set out the law about registration requirements for paying maintenance of various types, including child support, and the means by which the Child Support Agency can enforce payment

•	Commonwealth Freedom of Information Act 1982 – subject to exceptions, gives a legal right of access to information held by Commonwealth agencies (departments and agencies).

•	Commonwealth Privacy Act 1988 – regulates the handling of personal information about individuals, this includes the collection, use, storage and disclosure of personal information, and access to and correction of that information

•	Commonwealth – legislation about court rules and procedures:

•	Federal Circuit Court of Australia Act 1999 – creates the Federal Circuit Court of Australia and was originally established to fast track some of the matters covered under the Family Law Act as well as other areas of federal law such as bankruptcy.

•	Family Court Rules – provide the detail of the main aspects of practice, procedure and evidence in a case before the Family Court

•	Family Court Regulations 1984 – set out the details for a range of matters including fees, parentage testing and overseas orders

•	Federal Circuit Court Rules 2001 – set out the rules and forms that apply in the Federal Circuit Court

•	Federal Court and Federal Circuit Court Regulations 2012 – deals with the fees in the Federal Circuit Court

•	state and territory legislation about family violence – the illegality of family violence and other specific forms of protection against it

•	state and territory de facto property legislation at an overview level

•	duty of care requirements when working with families in the family law system.

•	roles and responsibilities of different people working in the family law context and the nature of collaboration between them

•	where to seek expert clarification of family law

•	family dynamics in different cultures and how this may impact on provision of services

•	referral options and systems available to clients whose needs may best be met by other services or experts.

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:

current family law information

client information

modelling of industry operating conditions, including:

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFAM002 Work with a child-focused approach

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Merged CHCFAM503B/CHCFAM801B

Application

This unit describes the skills and knowledge required to use, support and evaluate child-focused approaches in service delivery in the context of family law. A key tenet of the family law system and associated service provision is acting and promoting the best interests of the child.

This unit applies to individuals working with families in complex situations. They would be working in accordance with established policies and procedures.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Make child needs central to service provision	1.1 Review client information to establish the context for the family and the child 1.2 Seek clarification and understanding of court orders to determine legal parameters of any service provision or interventions 1.3 Plan and document activities and interactions that are suited to individual child needs in collaboration with parents 1.4 Provide an environment, equipment and resources that supports safe interactions of child and parents 1.5 Recognise and respond to the needs of reluctant or non-participative children 1.6 Identify and report information according to legislative requirements
2. Support parents to maintain child focused approaches	2.1 Focus on children’s issues as a matter of priority in interactions with parents 2.2 Ensure the child is at the centre of support and intervention plans 2.3 Select and use interpersonal skills that engage parents/carers and facilitate understanding of required behaviour 2.4 Recognise and manage parents’ inappropriate attempts to exchange information 2.5 Recognise and manage inter parental disputes
3. Respond to situations requiring child inclusive process	3.1 Recognise situations when child inclusive process is required 3.2 Discuss with parents/carers the appropriateness and usefulness of engaging children 3.3 Communicate the role of child consultant to parents/carers and children, and the differences from own role 3.4 Obtain consent from children and adults to engage a child consultant 3.5 Engage the services of a child consultant to represent the needs, perceptions and attachments of children according to organisation procedures 3.6 Communicate with the child consultant about the child’s best interests and methods of integrating child’s need and views into own work processes
4. Monitor and evaluate child-focused practice	4.1 Obtain and use feedback from parents/carers and children about the experiences of the service to inform improvements 4.2 Review practices and policies for their effectiveness in relation to child-focused practice 4.3 Identify and respond to the need for guidance and direction for colleagues

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFAM002 Work with a child-focused approach

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Merged CHCFAM503B/CHCFAM801B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	consistently applied the concepts and intention of working in the child’s best interests as stated in the Family Law Act 1975 in the planning, provision and monitoring of services to at least 3 families with children experiencing conflict

•	responded appropriately to situations where:

•	the child is vulnerable or at risk

•	there is a requirement for child inclusive practice.

Knowledge 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:

legal and ethical considerations for child-focused practice, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights, including:

-	child rights to protection

-	active right to participate

-	right to choose course of action and make decision at their level of ability in any planning processes

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

specific legislative frameworks that apply to child-focused practice, including:

-	principles and practice standards for working within the child’s best interests as stated in Family Law Act

-	the key components of, and differences between, child-focused practice and child inclusive practice, and when they are used

-	types of court orders that may influence the delivery of services

work role boundaries – responsibilities and limitations, including the separate role of child consultants and when this may be appropriate

work health and safety

case management principles of assessment, planning, monitoring and review

stages of child development and relevance to work with vulnerable children

attachment and family systems theories and how these are applied to working with vulnerable and traumatised children

importance of peer relationships for vulnerable and isolated children

principles of empowerment and application of these to work practice

types of issues that are important to children in situations involving family conflict

equipment, activities and resources that support engagement with children

indicators of abuse, types of abuse, children who are particularly vulnerable and reporting systems

indicators, effects and dynamics on family relationships, and implications for children of:

conflict

family violence and abuse

substance use

mental illness

disability

separation and divorce

trauma

parenting and family dynamics in different cultures

service options for referral to relationship support and interventions services

concepts of parent alienation in separation and divorce and their application to work

effects of loss, grief and depression on children experiencing family conflict

indicators of, and responses to, child anxiety including childhood resilience

ways that parents may make inappropriate attempts to exchange information

strategies to manage inter parental disputes including:

ensuring safety of vulnerable clients

using assertiveness and negation skills

modelling

reinforcing the organisations policy on rights and responsibilities of both clients and workers

undertaking risk assessments for vulnerability

re-focusing attention on child’s expressed wants and needs.

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:

-	current family law information

-	client information

-	resources to support interactions with children

•	modelling of industry operating conditions, including:

-	scenarios that involve complex interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFAM003 Support people to improve relationships

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Merged CHCFAM406B/CHCFAM515B/CHCCONS403C

Application

This unit describes the skills and knowledge required to engage with diverse people to determine relationship issues and support relationship building using a strengths-based approach.

This unit applies to individuals working with individuals and families in community services work. It does not include formal relationship counselling. When combined with other units it may apply to group work.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Engage with people to determine interpersonal relationship needs	1.1 Source and review available information to inform communication 1.2 Identify the needs of people involved in the relationship and determine appropriate support and response options 1.3 Work collaboratively with people and assist them to identify positive elements of their interpersonal relationships and relationship systems 1.4 Assist people to identify their potential barriers to positive interpersonal relationships and relationship systems and understand key issues for change 1.5 Work with people to help them build a positive picture of the future 1.6 Document family relationship goals, plans and actions according to scope of service provision
2. Support relationship building	2.1 Model positive interactions and use of interpersonal skills with others 2.2 Assist clients to recognise the impact of both negative and positive emotions on relationships 2.3 Assist clients to identifies strengths and resources, both their own and those required from others 2.3 Provide feedback and positive affirmations to people in relationship building 2.4 Proactively identify client service needs and facilitate access according to organisation policy and procedures
3. Make referrals	3.1 Identify situations where client needs fall outside of scope of own work role and organisation service delivery 3.2 Make referrals that address client needs in accordance with organisation policy, procedures and requirements 3.3 Identify and communicate community resource options for relationship development

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFAM003 Support people to improve relationships

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Merged CHCFAM406B/CHCFAM515B/CHCCONS403C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	engaged with, and supported at least 5 different individuals or family groups to improve their interpersonal relationships using strengths-based approaches, including:

•	couples

•	families with children

•	people from different cultures

•	people from different socio-economic backgrounds

•	people with different educational levels

•	addressed all of the following issues:

•	individual/personal issues

•	health and lifestyle challenges

•	couple issues

•	family relationship issues.

Knowledge 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:

•	legal and ethical considerations (national and state/territory) for workers in community services roles, and how these are applied in organisations and individual practice:

•	children in the workplace

•	codes of conduct

•	duty of care

•	human rights

•	mandatory reporting

•	privacy, confidentiality and disclosure

•	records management

•	rights and responsibilities of workers and employers

•	work role boundaries – responsibilities and limitations

•	work health and safety

•	principles of strengths-based practice and their application in working with clients, including:

•	how change occurs when using strengths-based approaches and potential constraints to these changes

•	tools for strengths-based practice

•	factors that impact different people and their interpersonal relationships, and the related elements that contribute to healthy, effective and lasting relationships, including:

individual/personal issues, including:

-	work/life balance

-	disability

-	beliefs, values, experiences, self-esteem

-	grief and loss

-	aloneness and isolation

-	ageing

health and lifestyle, including:

-	alcohol and other drugs dependencies

-	gambling

-	mental health including depression, suicide/self-harm tendencies, bipolar, anxiety, post -traumatic stress disorder

-	illness (acute or chronic)

-	trauma

couple issues, including:

-	sexuality, intimacy, trust, respect, love

-	affairs

-	separation,

-	repartnering

-	same sex couples

-	infertility

-	power and control within relationships

-	domestic and family violence and abuse

-	conflict

-	finances and financial and budgeting decisions

-	recognition and acceptance of difference

family issues and themes and legacies, including:

-	domestic and family violence

-	parenting and transitions from partners to parents

-	attachment

-	breast feeding and early parenting

-	developmental delays in children

-	roles of father and mothers in children’s lives

-	step-parenting and blended families

-	influences of extended family and friends

-	parenting in same sex relationships

diversity (either within the family or between the family and wider community) as a result of:

-	culture

-	religion

-	gender

-	language

-	education levels

•	local support services available to clients needing external information, support or interventions.

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:

-	client information

-	organisation policies and procedures

•	modelling of industry operating conditions, including:

-	scenarios that involve interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFAM004 Facilitate changeovers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCCONS401C

Application

This unit describes the skills and knowledge to facilitate changeovers that may be either voluntary (initiated by the family) or involuntary (result of court order).

This unit applies to children’s contact services workers operating according the requirement of the Family Law Act 1975.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish the changeover arrangements	1.1 Review client information and the status of relationships in preparation for changeover 1.2 Use interpersonal skills to establish rapport and trust with children and parents to gain their confidence 1.3 Explain the changeover process to all parties including children, resident and non resident parent 1.4 Approach both parents with neutrality without compromising effective communication and rapport building 1.5 Observe child and parent risk factors and assess for substance use and/or safety concerns 1.6 Create a safe conducive environment in which changeover is to occur 1.7 Listen to and acknowledge parents feelings and concerns about facilitated changeover and contact 1.8 Identify any health issues or significant concerns to be monitored
2. Monitor the changeover process	2.1 Follow organisation policies and procedures to ensure the environment is contextually appropriate, safe, secure and supportive for client and workers during changeover 2.2 Assist the child and/or young person to move from one parent to another for contact to occur 2.3 Respond to early and late parents according to organisation policy and procedures 2.4 Manage and respond to conflict or inappropriate behaviours to ensure the safety of child and/or young person, parents and colleagues 2.5 Maintain confidentiality of parents as required by organisation privacy policy 2.6 Model cooperation, positive parental behaviour and cultural sensitivity 2.7 Facilitate parent child interaction at changeover 2.8 Relieve the parent of the child at the arranged time 2.9 Manage and respond appropriately to child refusal according to organisations policies and procedures
3. Assess the effectiveness of changeover	3.1 Ensure debriefing is provided to the child and/or young person and parents according to organisation procedures 3.2 Respond to any incidents or concerns as a result of the facilitated changeover according to organisation policy 3.3 Complete documentation requirements according to organisation policy 3.4 Seek supervisor support according to organisation policy 3.5 Inform relevant persons or authorities of any safety concerns 3.6 Refer parents to other support systems when appropriate 3.7 Inform senior staff of concerns about the continued appropriateness of facilitated changeover according to emotional and physical safety of the child

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFAM004 Facilitate changeovers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCCONS401C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	followed all required processes to facilitate at least 5 changeovers for different clients presenting with varied circumstances, including situations where there are:

•	involuntary or resistant children

•	inter parental abuse and conflict

•	parents with mental health or alcohol and other drugs issues

•	communicated effectively with vulnerable or hostile parents and children in crisis using the following interpersonal skills:

•	listening and understanding

•	speaking clearly and directly

•	rapport building

•	negotiating responsively

•	persuading effectively

•	being appropriately assertive

•	empathising

•	using age appropriate language

•	using neutral language

•	completed both case notes and incident reports, showing effective use of:

•	objective observational skills

•	clear written communication.

Knowledge 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:

•	legal and ethical considerations (national and state/territory) for workers in children’s contact services, and how these are applied in organisations and individual practice:

•	codes of conduct

•	discrimination

•	duty of care

•	human rights

•	mandatory reporting

•	privacy, confidentiality and disclosure and limitation in children’s contact services work

•	records management and reporting

•	rights and responsibilities of workers and employers

•	specific legislation that impacts the changeover process in children’s contact services work, including:

o	child protection legislation

o	family law

o	domestic and family violence laws

•	work role boundaries – responsibilities and limitations

•	work health and safety, including risk management

the changeover process, and its components, including:

•	client rights and responsibilities

•	expectations on behaviour

•	limitations of the changeover process

•	communication strategies related to late arrival, non-attendance, review of the process, concerns and complaints

•	clarification of client’s expectations of the changeover service

•	provision of written and other forms of information to meet specific communication need of clients

•	risk factors for child and parents including:

•	parents presenting under the influence of substances

•	parents with unmanaged mental health issues

•	displays of volatile behaviour

•	aggressive physical and verbal behaviour

•	unmanaged physical and mental illness

•	indicators of violence or family abuse

•	child protection concerns

•	social, geographical and emotional isolation of family members

•	financial difficulty

components of what constitutes a safe changeover environment including:

•	ensuring parents do not interact during changeover

•	monitoring and observing behaviour of all parties at points of handover

•	ensuring parents are aware of the limitations of the organisation and expected client behaviour

•	confidently activating incident response when needed

•	commitment to child safety measures in all aspects of work practices

•	ensuring the physical environment of the changeover site is free from hazards and potential risk for clients

•	communication techniques and their appropriateness in different situations, including:

•	listening and understanding

•	speaking clearly and directly

•	rapport building

•	negotiating responsively

•	persuading effectively

•	being appropriately assertive

•	empathising

•	using age appropriate language

•	using neutral language

•	factors affecting family dynamics and particularly children, with incidents or history of high levels of parental conflict, violence, abuse or mental health concerns

•	family systems and how this is relevant to the role of contact worker in the changeover and contact process

•	child developmental norms at different ages and stages

•	separation anxiety and attachment theory, child development, loss and grief issues and family violence and how this is relevant to the role of contact worker in the changeover and contact process, particularly observing child’s emotional reaction and interactions with carers/parents

•	factors that may impact both children and parents behaviour at changeover, including:

•	impact of high conflict in post separation involving children

•	reactions of children experiencing re victimisation and who are affected by trauma

•	how the observer role can influence the interaction and behaviour of others

•	emergency response procedures in situations of critical incidents eventuating from a breakdown in the changeover process

•	case work practices and how to contribute to these process through documentation and consultation with senior staff or supervisors

•	local support services available to clients needing external information, support or interventions.

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:

-	client information

-	family law information

-	organisation policies and procedures

•	modelling of industry operating conditions, including:

-	scenarios that involve interactions with other people, including children

-	scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFAM005 Facilitate and monitor contact

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCCONS402C

Application

This unit describes the skills and knowledge required to facilitate and monitor the contact between the child/children and the non-resident parent in situations where the facilitated contact may be either voluntary (initiated by the family) or involuntary (result of court order).

This unit applies to children’s contact services workers operating according the requirements of the Family Law Act 1975.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and commence the contact visit	1.1 Clarify contact or court orders with supervisor before contact occurs 1.2 Establish rapport with parents and child/young person and parents at commencement of contact visit 1.3 Reinforce parameters of facilitated contact with parents including reporting processes 1.4 Conduct risk assessment with both parties on commencement of contact visit 1.5 Use negotiation skills to seek agreement from both parties to establish a plan for facilitated contact 1.6 Plan, in consultation with parents and child/young person, for the facilitated contact to occur with age appropriate activities
2. Monitor contact between child/young person and non resident parent	2.1 Monitor behaviours and safety of the child/young person with minimal intervention during contact with non resident parents 2.2 Manage any challenging behaviour of both parents and child/young person 2.3 Intervene in contact between child/young person and parent where appropriate 2.4 Seek support of peers or senior staff as needed 2.5 Communicate effectively with parents and children in a consistent and culturally appropriate way to model respectful parenting and relationships 2.6 Direct the contact and keep interaction flowing between parent, child and/or young person 2.7 Respond to complaints from either party according to organisation policy 2.8 Refer family or individuals to other services according to organisation policy and assessed client needs 2.9 Terminate contact when necessary in line with organisation procedures and report actions to immediate supervisor
3. Document information about facilitated contact	3.1 Prepare reports according to organisation policy 3.2 Create files and write case notes according to organisation policy 3.3 Complete incident reports when required 3.4 Revise arrangements for facilitated contact 3.5 Demonstrate confidentiality and privacy policy of the organisation in when recording and managing client information
4. Participate in strategies to improve services for families	4.1 Attend regular staff meetings and debriefing sessions with peers 4.2 Participate in regular professional development to ensure procedures reflect legislative and industry requirements 4.3 Consult on all difficult operations with senior staff according to organisation requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFAM005 Facilitate and monitor contact

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCCONS402C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	followed all required processes to facilitate and monitor at least 5 contact sessions for different clients presenting with varied circumstances, including situations where there are:

•	involuntary or resistant children

•	challenging adult behaviours

•	parents with mental health or alcohol and other drugs issues

•	communicated effectively with vulnerable or hostile parents and children in crisis using the following interpersonal skills:

•	listening and understanding

•	speaking clearly and directly

•	rapport building

•	negotiating responsively

•	persuading effectively

•	being appropriately assertive

•	empathising

•	using age appropriate language

•	using neutral language.

Knowledge 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:

•	legal and ethical considerations (national and state/territory) for workers in children’s contact services , and how these are applied in organisations and individual practice:

•	codes of conduct

•	discrimination

•	duty of care

•	human rights

•	mandatory reporting

•	privacy, confidentiality and disclosure and limitation in children’s contact services work

•	records management and reporting

•	rights and responsibilities of workers and employers

•	specific legislation that impacts contact monitoring in children’s contact services work, including

o	child protection legislation

o	family law

o	domestic and family violence laws

•	types of orders that may be in place and how to work within them

•	work role boundaries – responsibilities and limitations

•	work health and safety, including risk management

•	communication techniques and their appropriateness in different situations, including:

•	listening and understanding

•	speaking clearly and directly

•	rapport building

•	negotiating responsively

•	persuading effectively

•	being appropriately assertive

•	empathising

•	using age appropriate language

•	using neutral language

•	factors affecting family dynamics and particularly children, with incidents or history of high levels of parental conflict, violence, abuse or mental health concerns

•	family systems and how this is relevant to the role of contact worker in the contact process

•	child developmental norms at different ages and stages

•	separation anxiety and attachment theory, child development, loss and grief issues and family violence and how this is relevant to the role of contact worker in the contact process, particularly observing child’s emotional reaction and interactions with carers/parents

•	factors that may impact both children and parents behaviour in contact visits

•	impact of high conflict in post separation involving children

•	reactions of children experiencing re victimisation and who are affected by trauma

•	how the observer role can influence the interaction and behaviour of others

•	emergency response procedures in situations of critical incidents eventuating from a breakdown in the contact

•	case work practices and how to contribute to these process through documentation and consultation with senior staff or supervisors

•	local support services available to clients needing external information, support or interventions

•	potential reasons to terminate contact including:

•	safety concerns for child and/or adult

•	actual incident of breach of agreed standards

•	parent self selects to terminate

•	child distress

•	issues of a legal nature arise

•	senior worker determines it appropriate or necessary to terminate the contact.

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:

-	client information

-	family law information

-	organisation policies and procedures

-	venue for contact visit

•	modelling of industry operating conditions, including:

-	scenarios that involve interactions with other people, including children

-	scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFAM006 Assist families to self-manage contact

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCCONS504C

Application

This unit describes the skills and knowledge required to assess client suitability for self-managed contact, and then to plan and monitor the transition.

This unit applies to children’s contact services workers operating according the requirements of the Family Law Act 1975.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess suitability for self- managed contact	1.1 Review information in existing court orders to determine client context and potential for self-managed contact 1.2 Explain options for community support outside of the children’s contact service to parents 1.3 Respectfully engage parents in the planning process for self-managed contact to occur
2. Plan with parents to establish self-managed contact	2.1 Help parents to identify issues and barriers to self-managed contact 2.2 Collaboratively develop and document a case plan to assist the family achieve self-managed contact without the support of the contact service according to organisation policy 2.3 Ensure the self-managed contact arrangements are agreed to by both parents and are considered to be in the best interest of the child 2.4 Model time management and planning skills to parents seeking self-managed contact 2.5 Model parenting skills and appropriate child behaviour management 2.6 Use negotiation skills to assist parents to reach agreement about self-managed contact 2.7 Ensure that plans for self-managed contact are in accordance with court orders
3. Monitor and review transition plan	3.1 Review the transition into self-management plan regularly 3.2 Revise and document the plan as determined by family and/or worker assessment of new or existing information 3.3 Maintain a child-focussed approach in transition planning 3.4 Encourage parents to remain child-focused and act in the best interests of the child in all aspects of transition 3.5 Follow revised plans to assist families achieve self-managed contact

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFAM006 Assist families to self-manage contact

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCCONS504C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	developed and documented at least 3 plans for transition to self-managed contact for different families presenting with varied circumstances and subject to different types of court orders.

Knowledge 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:

•	legal and ethical considerations (national and state/territory) for workers in children’s contact services, and how these are applied in organisations and individual practice:

•	codes of conduct

•	discrimination

•	duty of care

•	human rights

•	mandatory reporting

•	privacy, confidentiality and disclosure and limitation in children’s contact services work

•	records management and reporting

•	rights and responsibilities of workers and employers

•	specific legislation that impacts children’s contact services work, including:

o	child protection legislation

o	family law, including the intentions of the Shared Parenting provisions of the Family Law Act and practices that will support families to achieve these goals

o	domestic and family violence laws

•	work role boundaries – responsibilities and limitations

•	work health and safety, including risk management

•	factors affecting family dynamics and particularly children, with incidents or history of high levels of parental conflict, violence, abuse or mental health concerns

•	family systems and how this is relevant to the role of contact worker

•	separation anxiety and attachment theory, child development, loss and grief issues and family violence and how this is relevant to the role of contact worker, particularly observing child’s emotional reaction and interactions with carers/parents

•	factors that may impact both children and parents behaviour, including:

•	impact of high conflict in post separation involving children

•	reactions of children experiencing re victimisation and who are affected by trauma

•	how the observer role can influence the interaction and behaviour of others

•	transition planning techniques and formats.

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:

-	client information, including court orders

-	family law information

-	organisation policies and procedures

•	modelling of industry operating conditions, including:

-	scenarios that involve interactions with other people

-	scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFAM007 Assist clients to develop parenting arrangements

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCFAM806B

Application

This unit describes the skills and knowledge required to assess parenting practice, then work with parents to prepare and monitor parenting plans and arrangements.

This unit applies to practitioners working in complex post-separation contexts according to the requirements of the Family Law Act 1975.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess current parenting practices	1.1 Analyse client information and identify areas for parents to address in the development of parenting arrangements 1.2 Conduct risk assessment for the protection and safety of all parties according to organisation procedures 1.3 Recognise areas of significant distress or disorder and make referrals according to individual needs 1.4 Integrate family of origin issues and kinship dynamics into assessment 1.5 Use communication skills to manage overt conflict and open hostility between parties to support successful negotiation 1.6 Analyse the broader needs of the family to ensure expectations of parenting arrangements are realistic and achievable 1.7 Proactively engage in self-reflection and take steps to ensure own values do not impact on decision-making
2. Assist clients to agree on outcomes for parenting arrangements	2.1 Clearly explain the requirements and processes under the Family Law Act for the preparation of parenting arrangements 2.2 Inform clients of their rights and responsibilities in relation to establishing parenting arrangements 2.3 Encourage parents to consider the expressed needs of the child and/or young person when developing parenting arrangements 2.4 Establish and implement systems that will monitor and review parenting arrangements 2.5 Prepare parenting arrangements within the framework of child focused practice
3. Monitor parenting arrangements	3.1 Set review timeframes for established parenting arrangements in collaboration with all parties 3.2 Assist clients to review arrangements regularly and to negotiate modifications or new arrangements based on experience and effectiveness of current arrangements 3.3 Identify and manage any issues that may arise as a result of revised parenting arrangements 3.4 Reflect on and use learning from individual client situations to inform practice improvements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFAM007 Assist clients to develop parenting arrangements

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCFAM806B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	adhered to legal requirements for both process and outcome to assist at least 3 families with different circumstances to develop parenting arrangements that:

•	comprise a documented risk assessment

•	are in the best interests of the child

•	consider the complexities of relationships both in and out of the immediate family environment

•	include development and documentation of risk assessment

•	set in place monitoring requirements

•	used the principles and practices of all of the following in working with parents and children:

•	client-centred practice

•	child-friendly communication

•	conciliation

•	negotiation

•	mediation.

Knowledge 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:

•	legal and ethical considerations for the development of parenting arrangements, and how these are applied in organisations and individual practice:

•	children in the workplace and child-focused practice

•	codes of conduct

•	discrimination

•	duty of care

•	human rights

•	informed consent

•	mandatory reporting

•	practitioner/client boundaries

•	privacy, confidentiality and disclosure

•	records management

•	rights and responsibilities of workers, employers and clients

•	specific legislative frameworks that apply to parenting arrangements in a family law context, including:

-	provisions for children and property in the Family Law Act 1975, Child Support (Assessment) Act 1989 and how these are developed into accepted parenting plans

-	basic legal concepts and the law relevant to parenting issues being discussed, and knowledge of when and how to seek expert legal advice related to:

-	separation and divorce

-	asset division

-	maintenance

-	residence and contact

-	breaches of law and major trends in case law relating to the issues referred to above

•	work role boundaries – responsibilities and limitations for those without legal qualifications

•	work health and safety

•	principles and practices of:

•	client-centred practice

•	conciliation

•	negotiation

•	mediation

•	age appropriate methods of relating to and eliciting perceptions, information and responses from children

•	sources of power imbalances in relationships and an ability to recognise and respond appropriately to the indicators of such imbalances in their clients

•	the nature of domestic violence, how to screen for indicators of family violence and its effects, power and gender issues, child abuse and associated criminal issues which may be present and impact on parenting arrangements

•	issues that may impact on separated parents and children in high conflict relationships attempting to establish parenting arrangements, and the use of child focused techniques to address and minimise these impacts including those relating to:

•	abuse

•	alcohol and other drugs

•	alienation/isolation

•	disability

•	grief and loss

•	intergeneration issues

•	mental health

•	poverty/socioeconomic influences

•	unresolved conflict

•	violence

•	own family of origin and importance of self awareness when working with separating and high conflict families

•	dynamics of wider kinship networks and their importance in development of parenting arrangements

•	key concepts and principles of each of the following theories and how these apply to the process of assisting clients to develop parenting arrangements:

•	attachment

•	family systems

•	human development

•	family, couple and child dynamics in normal developmental and abnormal form.

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:

•	client information

•	family law information

•	organisation policies and procedures

•	modelling of industry operating conditions, including:

•	scenarios that involve complex interactions with other people, including children

•	scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFAM008 Work within a child inclusive framework

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Pre-requisite removed. Supersedes CHCFAM802B

Application

This unit describes the skills and knowledge required to gather and analyse information about the child, engage the child in assessment interviews, and formulate and communicate the child’s perspective. It goes beyond child-focused practice to include direct and comprehensive interactions with the child

This unit applies to child consultants working in highly complex situations in the context of family relationship work and family law.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Engage with parents to gather developmental history	1.1 Analyse existing information about the context for the child inclusive process and consult with professional colleagues 1.2 Engage parents/carers in establishing trust and confidence in the child consultant’s role using communication and facilitation skills 1.3 Take and document an appropriate history about the child in relation to the presenting concern
2. Engage children and young people in assessment interviews	2.1 Use verbal, non-verbal and projective interview methods to gain an understanding of child needs and views 2.2 Explain role and boundaries of self as child consultant role to children 2.3 Explain and familiarise children with organisation processes that affect them directly
3. Formulate the child’s material into a working knowledge of their needs and experiences	3.1 Analyse information and reach substantiated clinical understanding of the child’s experience of conflict and separation issues, weighed by their developmental level and other salient factors in the case 3.2 Formulate content and process material from the child, including documentation requirements as required by the organisation 3.3 Consider how best to communicate findings to the parents or adult parties responsible for the child
4. Communicate needs, rights and interests of children and young people as expressed by them	4.1 Engage significant others and assess their ability to accept child/young person opinions, views and concerns 4.2 Communicate children’s and young peoples opinions, views and concerns, using their own words and expressed efforts 4.3 Facilitate communication between children and/or young people and significant adults as appropriate 4.4 Provide timely and sensitive feedback to significant adults 4.5 Model to significant adults appropriate inclusion of children and young people needs and views in planning and decision-making
5. Ensure safety of children and young people in participation process	5.1 Explain own and organisation actions for ensuring safety and minimising risk to children and young people 5.2 Undertake risk and safety management of children and young people according to organisation procedures 5.3 Seek feedback about safety issues from children and young people 5.4 Debrief children and young people after incidents according to organisation procedures 5.5 Implement support systems for children and young people that support emotional and physical safety 5.6 Create and maintain a child and young person friendly environment 5.7 Identify and monitor family relationship dynamics and issues

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFAM008 Work within a child inclusive framework

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Pre-requisite removed. Supersedes CHCFAM802B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	worked in the child consultant role with at least 5 different children impacted by parental separation, conflict or divorce to ascertain and address their needs including working with:

•	abnormal developmental process and psychopathology

•	situations involving domestic and family violence

•	situations involving abuse of the child

•	engaged children using effective:

•	age appropriate language and interview techniques

•	non-verbal communication

•	case notes recording

•	empathy and rapport building

•	observation

•	active listening

•	verbal and non-verbal and projective interview methods

•	applied critical thinking and content management skills including:

•	obtaining, identifying, analysing, prioritising and evaluating information

•	assessing issues and options and reasoning logically

•	reading, comprehending and using relevant documentation

•	writing clearly and concisely using neutral language

•	used the following skills with parents/carers

•	conflict resolution

•	negotiation.

Knowledge 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:

•	legal and ethical considerations (national and state/territory) for child inclusive practice, and how these are applied in organisations and individual practice:

•	codes of conduct

•	discrimination

•	duty of care

•	human rights

•	mandatory reporting

•	privacy, confidentiality and disclosure and limitation in child inclusive practice

•	records management and reporting

•	rights and responsibilities of workers and employers

•	specific legislation that impacts child inclusive practice, including:

o	child protection legislation

o	family law, including the intentions of the Shared Parenting provisions of the Family Law Act 1975 and practices that will support families to achieve these goals

o	domestic and family violence laws

•	work role boundaries – responsibilities and limitations

•	work health and safety, including risk management

•	principles and practice standards for working within the child’s best interests

•	differences between child-focused practice and child centred practice

•	child inclusive/centred practice strategies

•	impacts of family separation and attachment distress, and how to identify them through observation

•	developmental sequelae of separation and conflict

•	child development (social, physical, cognitive and emotional) and lifespan development, including:

•	attachment theory

•	developmental models

•	family systems theory

•	psycho-emotional development

•	child psychopathology

•	inner world of the child and its expression through play and behaviour

•	theories on the vulnerability and resilience of children in high level parental conflict contexts

•	importance of peer relationships for children

•	communication models working with and engaging children

•	indicators of, child physical and emotional responses to, and implications of:

•	abuse and neglect

•	blended families

•	alcohol and other drugs

•	disability

•	domestic and family violence

•	hostility and aggression

•	grief and loss

•	mental illness

•	parental conflict and separation

•	social isolation

•	trauma

•	parenting and family dynamics in different cultures

•	case management processes

•	child rights to protection, active right to participate, to choose course of action and make decision at their level of ability

•	service options for referral.

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

•	use of suitable facilities, equipment and resources, including:

-	client information

-	family law information

-	organisation policies and procedures

•	modelling of industry operating conditions, including:

-	scenarios that involve complex interactions with children

-	scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFAM009 Facilitate family intervention strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCCS404B

Application

This unit describes the skills and knowledge required to assess the needs of families at a community level, support the delivery of appropriate services and monitor their effectiveness.

This unit applies to individuals working in family intervention and support roles. They contribute to the development of policies and procedure at an organisational level.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess needs of families in the community	1.1 Identify and reflect on social and cultural perspectives in the community and their impact on the assessment process 1.2 Identify and use assessment tools to obtain information about the needs of families within a specific community 1.3 Ensure assessment processes respond to the social and cultural diversity within the community 1.4 Apply the family law framework as an integrated part of family services provision 1.5 Identify and collaborate with networks to inform assessment of family needs in the community
2. Facilitate delivery of family inclusive services	2.1 Use research to inform response to community needs for early family intervention 2.2 Contribute to the development and documentation of policies and procedures for family intervention and support based on research and collaboration with others 2.3 Ensure the process of service delivery aims to increase active and positive participation of families in the community and is strengths-based 2.4 Integrate support for educational services to facilitate sound parenting practices and other family skills 2.5 Determine and document how service provision will be evaluated
3. Review and monitor practice	3.1 Use agreed mechanisms to monitor approaches to family support service delivery and programs 3.2 Use reflection and collaboration to assess potential changes 3.3 Adjust programs and procedures to incorporate changes in collaboration with colleagues

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFAM009 Facilitate family intervention strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCCS404B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	assessed the needs of families in at least 1 community

•	used research and collaboration to contribute to the development, documentation and review of policies and procedures for family intervention and support in that community, that include strategies to support the following:

•	behaviour change

•	crisis intervention

•	healthy relationships

•	improved health and lifestyle

•	improved parenting skills

•	community capacity building

•	community participation

•	education initiatives.

Knowledge 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:

•	legal and ethical considerations (national and state/territory) for family intervention, and how these are applied in organisations and individual practice:

•	discrimination

•	duty of care

•	human rights

•	mandatory reporting

•	privacy, confidentiality and disclosure, including limitations

•	records management and reporting

•	specific legislation that impacts policies and procedures for family intervention, including the main features of:

o	child protection legislation

o	family law

o	domestic and family violence laws

•	work health and safety, including risk management, safety planning and crisis/emergency procedures

•	community factors that impact approaches to family intervention, and how these need to be recognised:

•	cultural and linguistic diversity, including Aboriginal and/or Torres Strait Islander perspectives

•	physical environment

•	socio-economic considerations

•	prevalence of issues and their impact in the community, including:

o	alcohol and other drugs

o	child abuse

o	domestic and family violence

o	homelessness

o	imprisonment

o	mental health

o	parenting difficulties

o	problem gambling

o	stress

•	types of research and information used to support the development of approaches to family intervention

•	key features of current and emerging models of family intervention theory and practice and how they may be adapted to meet specific community needs, including:

•	assessment tools and processes

•	strategies to support:

o	behaviour change

o	crisis intervention

o	healthy relationships

o	health and lifestyle

o	parenting skills

o	community capacity building

o	community participation

o	education initiatives

•	evaluation processes

•	networks and referral sources that support family intervention

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:

-	community information

-	sources of information on family intervention theory and practice

•	modelling of industry operating conditions, including:

-	scenarios that involve problem-solving and collaboration with others.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFAM010 Provide intervention support to families

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence. Supersedes CHCRF402B

Application

This unit describes the skills and knowledge required to work collaboratively with individual families to identify issues that require early intervention for reducing risk and to assist them develop the capacity for increased effectiveness as a family unit.

This unit applies to individuals working in family intervention and support roles under the general guidance of more senior professional colleagues.

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.

Elements and Performance Criteria

ELEMENT Elements define the essential outcomes	PERFORMANCE CRITERIA Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Structure access and interaction with the family	1.1 Review client information and establish context for potential intervention 1.2 Establish rapport and work collaboratively with the family to negotiate access to individuals and the family unit 1.3 Model respectful communication and show respect for all family members 1.4 Identify and respond promptly to situations where safety to family members or self exists 1.5 Structure interaction to provide opportunities for family members to participate in decision-making
2. Identify constraints/barriers to family effectiveness	2.1 Observe and discuss family interactions and interactions within the community 2.2 Use communication skills to explore current sources of difficulty or stress and how these are managed with the family 2.3 Review information gathered and the potential options for action 2.4 Seek professional opinions from relevant stakeholders when analysing presenting issues 2.5 Document information according to organisation requirements
3. Identify options with family members	3.1 Identify and agreed key areas where changes are required in collaboration with family members 3.2 Develop a plan of action with the family to implement agreed options for change 3.3 Explore with the family factors that could influence their preference and ability to achieve a course of action/change 3.4 Discuss and document agreed actions for change and confirm with supervising professionals
4. Support agreed actions	4.1 Identify resources to assist the family, and support access 4.2 Brief professional support on family’s issues and options within case management framework 4.3 Refer the family/individual family member to professionals who will participate in implementing the action plan 4.4 Provide ongoing support in areas that are within scope of own job role 4.5 Review progress of any intervention within the case management framework and adjust approaches as required in collaboration with others

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFAM010 Provide intervention support to families

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence. Supersedes CHCRF402B

Performance Evidence

The candidate must show evidence of the ability to

complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	worked collaboratively under professional supervision with at least 3 clients/significant others who individually or cumulatively need support in relation to:

•	alcohol and other drugs

•	child abuse

•	conflict management

•	domestic and family violence

•	household management challenges

•	mental health

•	parenting difficulties

•	problem gambling

•	stress

•	followed organisation and case management protocols for:

•	negotiating access to family members

•	assuring family safety

•	collaboration with the family/family members

•	action planning

•	review

•	communicated effectively with families using the following interpersonal skills:

•	active listening and questioning

•	speaking clearly and directly

•	rapport building

•	negotiating responsively

•	persuading effectively

•	being appropriately assertive

•	empathising

•	using neutral language.

Knowledge 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:

legal and ethical considerations (national and state/territory) for workers in family intervention, and how these are applied in organisations and individual practice:

•	codes of conduct

•	discrimination

•	duty of care

•	human rights

•	mandatory reporting

•	privacy, confidentiality and disclosure and limitations

•	records management and reporting

•	rights and responsibilities of workers and employers

•	specific legislation that impacts policies and procedures for family intervention, including the main features of:

o	child protection legislation

o	family law

o	domestic and family violence laws

•	work role boundaries – responsibilities and limitations, including role of support worker and professional staff

•	work health and safety, including risk management, safety planning and crisis/emergency procedures

indicators of the following issues, and how to respond within scope of own job role, and the types of strategies and interventions used, including for:

•	alcohol and other drugs

•	child abuse

•	conflict management

•	domestic and family violence

•	household management challenges

•	mental health

•	parenting difficulties

•	problem gambling

•	stress

models of family intervention theory and practice including family structures and dynamics

behaviour change models/practices and options to support behaviour change

case management processes

communication techniques and their appropriateness in different situations, including:

•	active listening and questioning

•	speaking clearly and directly

•	rapport building

•	negotiating responsively

•	persuading effectively

•	being appropriately assertive

•	empathising

•	using neutral language

services available and referral resources.

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:

-	client information

-	organisation policies and procedures

•	modelling of industry operating conditions, including:

-	scenarios that involve complex interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFCS001 Facilitate the family counselling process

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Minimum work hours added. Supersedes CHCFCS801B

Application

This unit describes the skills and knowledge required to determine and apply appropriate therapeutic approaches through the application of the counselling process.

This unit applies to family relationship counsellors who operate with significant autonomy in therapeutic professional service roles in the community sector. The activity is self-directed.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess presenting problems and problematic family relationships	1.1 Identify the problems from each person’s perspective and understand the significance each person gives to them 1.2 Identify family relationship patterns and themes and articulate these accurately and empathically 1.3 Assess onset of presenting problems and relationship difficulties 1.4 Identify individual behaviours and communication transactions that contribute to conflict 1.5 Develop theoretically sound hypotheses to explain the presenting problems 1.6 Identify situations beyond scope of own practice and make referrals
2. Develop counselling agenda and case plan	2.1 Determine the counselling approach best suited to client needs 2.2 Work with the client to develop and document a case plan that articulates the proposed interventions to reach agreed objectives 2.3 Develop systemic interventions that help clients and their relational systems 2.4 Complete case documentation according to practice setting policies, professional standards and legislative obligations
3. Implement counselling interventions	3.1 Use hypotheses to generate relevant questions 3.2 Build positive respectful working alliances with and between presenting family members 3.3 Monitor the strength of alliances within the family group and use established strategies for repairing strained alliances 3.4 Track positive and negative behavioural sequences within the family dynamic to increase family members’ understanding and control of interactions 3.5 Explore behaviours, meaning and relationships using circular questioning to develop shared understanding 3.6 Devise behavioural change strategies acceptable to family members 3.7 Monitor client motivation and use motivational interviewing techniques to increase motivation for change
4. Review and adapt interventions	4.1 Monitor interventions for cultural and contextual relevance, and congruence with counselling goals 4.2 Maintain awareness of own values and personal issues, prejudices and attitudes and behaviour for their potential influence on counselling practice 4.3 Regularly assess the effectiveness of interventions using peer support processes and reflection and use learnings to inform future practice 4.4 Make appropriate referrals of clients that one cannot work with appropriately or effectively

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFCS001 Facilitate the family counselling process

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Minimum work hours added. Supersedes CHCFCS801B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 50 hours of client work in a family counselling service

worked collaboratively with clients and provided counselling to at least 3 different family groups, including all of the following:

couples

family counselling

children/young people

used specialised counselling communication skills

used theory and process of counselling and case work consistent with legal and ethical requirements to:

assess presenting issues

develop goals

develop and document counselling agenda/case plan

monitor and adapt interventions.

Knowledge 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:

legal and ethical considerations for family counselling work, and how these are applied in organisations and individual practice:

children in the workplace

codes of conduct

discrimination

duty of care

ethical dilemmas in practice, and processes for ethical decision-making

mandatory reporting

practitioner client boundaries and implications of unequal balance of power

privacy, confidentiality and disclosure, including limitations

records management

work role boundaries – responsibilities and limitations of interventions

work health and safety, including:

stress management

supervision requirements

traditional non-western and modern western approaches to family life

features and prevalence of common and contemporary issues facing Australian families, including:

alcohol and other drugs issues

domestic violence

financial constraints

problem gambling

mental health issues

technology and communication

impact of issues on different family members, including impacts of:

separation and divorce on men and women, children and young people and on parenting,

conflict, particularly high level and/or ongoing conflict on children and adolescents

sources of current scientific and professional literature in the area of family counselling practice

key components of modern systems theory, solution focused and behavioural approaches as applied to work with families including their limitations and contraindications for use

key components of one other approach to family work

specialised counselling and communication techniques

key aspects of attachment theory as it applies to family relationships, interactions with the client, their family, significant others and carers

models of change in counselling practice

how gender and differences in power and resources affect family dynamics

balancing the rights and needs of parents and children

what constitutes a clear counselling contract with measurable behavioural goals and how to develop one

role of counsellor in relation to domestic and family violence, including:

indicators and effects of violence, abuse intimidation and control in families

safety planning for families where there is ongoing violence or abuse

referral protocols

type and scope of referral options and pathways to support clients seeking interventions and supports beyond or in conjunction with counselling

effects of one’s own values, belief , family background and gendered experience on own counselling.

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

current scientific and professional literature in the area of family counselling practice

modelling of industry operating conditions, including:

scenarios that involve complex interactions with real clients.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFCS002 Provide relationship counselling

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Minimum work hours added. Supersedes CHCFCS802B

Application

This unit describes the skills and knowledge required to assess for safety risks, establish professional relationships, determine presenting problems and direct therapeutic counselling processes with couples experiencing complex relationship issues.

This unit applies to family relationship counsellors who operate with significant autonomy in therapeutic professional service roles in the community sector. The activity is self-directed.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess for safety risks in couple relationships	1.1 Assess for domestic and family violence issues using established screening tools 1.2 Take action to address any issues of safety according to organisation policy and legislative requirements 1.3 Refer individuals to support services to manage issues of safety or risk according to individual needs 1.4 Document issues of concern or potential risk according to policy and relevant legislation 1.5 Assess whether there is a safe enough environment where violence exists to offer couple counselling 1.6 Create safe environment for couples to maximise opportunities within the counselling session
2. Establish professional relationship with each individual	2.1 Engage each individual using appropriate techniques and strategies 2.2 Remain impartial in the professional counselling relationship with couples 2.3 Explore and outline ethical boundaries and expectations of the professional counselling relationship 2.4 Identify and manage problematic issues of the professional relationship with couples 2.5 Take appropriate steps to prevent the development of problematic relationship issues between the counsellor and individuals within the couple 2.6 Monitor and respond appropriately to the physical and emotional reactions of each individual to the counselling process
3. Identify and explore presenting problems	3.1 Encourage individuals to describe the presenting problems and explore their understanding of why the problem exists 3.2 Encourage couples to become aware of and discuss the problem in relation to associated behaviours or situations 3.3 Elicit the couple’s understandings of attempts to previously manage the problem in the past 3.4 Evaluate couple’s perception of their relationship prior to the problem existing 3.5 Reframe problems and recursive interaction
4. Direct the therapeutic process of couples counselling	4.1 Use questioning and counselling techniques effectively to explore couples options, motivations, and commitments for change 4.2 Respond to communication difficulties including overt and covert aggression and hostility between individuals 4.3 Identify strengths of the relationship and encourage individuals to negotiate and develop strategic goals to be achieved in their relationship 4.4 Develop future session plans based on information and evidence obtained from current counselling session
5. Terminate counselling sessions	5.1 Recognise when the counselling is no longer serving the interests or needs of the client 5.2 Discuss with the client/s when counselling no longer appears to serve the clients interest or needs and either re-negotiate professional relationship or terminate the service 5.3 Engage client/s in determining any further external interventions and arrange appropriate referrals
6. Seek feedback from the client/s about the counselling service provided	6.1 Review counselling progress and provision regularly with clients 6.2 Obtain feedback from the clients at the conclusion of the counselling service 6.3 Use feedback strategies to encourage client contribution to improved counselling practice 6.4 Review client feedback and use this to inform practice reflection and improvement as part of supervision

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFCS002 Provide relationship counselling

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Minimum work hours added. Supersedes CHCFCS802B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 50 hours of client work in a family counselling service

used specialised counselling communication skills

produced accurate and comprehensive case records, files and reports.

Knowledge 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:

legal and ethical considerations for relationship counselling, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

ethical dilemmas in practice, and processes for ethical decision-making

practitioner client boundaries and implications of unequal balance of power

privacy, confidentiality and disclosure, including limitations

records management

work role boundaries – responsibilities and limitations, including situations where usefulness of counselling may be limited and referral is required

work health and safety, including:

stress management

supervision requirements

common presenting issues, and their characteristics and counselling challenges, including:

pre and post separation issues

parenting and agreements

sexual relationship issues

fertility and/or pregnancy issues

financial issues

intimacy issues

grief and loss experienced one or both parties

family of origin influences

specific issues for same sex couples

cross cultural issues

processes, systems and requirements for contracting and reaching agreements with client about the nature, process and expected timeframes and responsibilities for counsellor and client

historical development of counselling theories and practice approaches, and their similarities and differences

contemporary research, scientific and professional information and approaches to counselling in diverse cultural contexts

broader contexts that impact family and relationship research and implications for practice

approaches used in couple counselling, their strengths, limitations and contraindications, including, including the principles and practices of major theories

ways to engage people in the counselling process, including:

conversation – non problem-focused

discussion of self as counsellor in professional manner

respectful and non-judgemental attitude

even distribution of time between individuals in couple

open questioning in a non threatening manner

use of empathy and rapport building techniques

types of questioning used in relationship counselling, including:

questioning to scan relationship web

reflexive questioning

relational questioning

circular questioning

issues impacting different types of couples, including:

heterosexual couples

same sex couples

couples of different ages/stages of development

family and domestic violence considerations, including:

indicators and dynamics of domestic and family violence and complexities of interpersonal interactions, e.g. power, abuse and conflict

procedures and instruments to screen for abuse before, during and after couple or family counselling and any additional safety planning requirements and procedures for clients and staff

concepts of couple, family and child dynamics in normal and abnormal developmental forms

stages of human development and how this knowledge applies to relationship counselling practice

characteristics of diversity, and how these impact on attitudes to, and values within, relationships, including:

age

cognitive ability

culture

ethnicity

gender

socio-economic status

spirituality

the role of social context in the counselling relationship

counselling and case work processes, including those related to:

contracting and what needs to be agreed

documentation

interactions with other professionals and service providers

interactions with the client, their family, significant others and carers

type and scope of referral options and pathways to support clients seeking interventions and supports beyond or in conjunction with counselling

own prejudices and stereotyping attitudes and their potential influence on counselling practice.

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

modelling of industry operating conditions, including:

scenarios that involve complex interactions with real clients.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFCS003 Provide counselling to children and young people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Minimum work hours added. Supersedes CHCFCS804B

Application

This unit describes the skills and knowledge required to provide therapeutic interventions when working with young people and children.

This unit applies to family relationship counsellors who operate with significant autonomy in therapeutic professional service roles in the community sector. The activity is self-directed.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australia/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Engage child/young person in the counselling process	1.1 Set an appropriate physical environment to engage children and young people in counselling 1.2 Use age appropriate engagement techniques to gain child’s and/or young person’s trust 1.3 Use communication strategies that are appropriate for the children/young people’s developmental stage, culture and emotional needs 1.4 Maintain an ethical relationship with children/young people according to practice standards and legislative requirements 1.5 Enable children to identify problem areas and effectively participate in the counselling process 1.6 Assess parental family/influences and engage with parents appropriately
2. Respond appropriately to allegations and disclosures of abuse	2.1 Respond to disclosures and allegations according to legislative requirements and organisation procedures 2.2 Document factual information and observations as required by the organisation and any statutory child protection legislation 2.3 Identify and assess risk for clients in relation to family domestic violence and other child protection concerns
3. Conceptualise the presenting problem	3.1 Identify the factors impacting on the child or young person 3.2 Develop hypotheses to explain child/young person’s presenting problems
4. Implement case work processes	4.1 Develop a clear plan of how sessions will be conducted in collaboration with children and young people 4.2 Develop measurable outcomes, treatment goals, treatment plans and after session plans with children and young people’s input using perspectives relevant to working with children and young people 4.3 Work collaboratively with other stakeholders, including family members, other significant persons and professionals not present 4.4 Record plans and complete other case documentation according to practice setting policies, professional standards and legislative obligations 4.5 Use therapeutic interventions to engage and work with children and young people 4.6 Monitor and review progress of sessions towards child/young persons goals
5. Terminate counselling sessions	5.1 Recognise when the counselling is no longer serving the interests or needs of the client an family 5.2 Discuss with the client/s when counselling no longer appears to serve the clients interest or needs and either renegotiate the professional relationship or terminate the service 5.3 Engage client/s in determining any further external interventions as identified and arrange appropriate referrals
6. Seek feedback from the client/s about the counselling service provided	6.1 Review counselling progress and provision regularly with the client in a developmentally appropriately way 6.2 Obtain feedback from the client at the conclusion of the counselling service 6.3 Use a range of developmentally appropriate feedback strategies to encourage client contribution to improved counselling practice 6.4 Review and reflect on client feedback and incorporate this information as part of supervision for the purpose of practice improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFCS003 Provide counselling to children and young people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Minimum work hours added. Supersedes CHCFCS804B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 50 hours of client work in a family counselling service

provided counselling to children and young people, including those:

of different ages

from diverse backgrounds

experiencing high levels of familial and parental conflict

used specialised counselling communication skills and age-appropriate communication to establish relationships with children and young people

produced accurate and comprehensive case records, files and reports.

Knowledge 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:

legal and ethical considerations for counselling of children, and how these are applied in organisations and individual practice:

children in the workplace and child-focused practice

codes of conduct

discrimination

duty of care

practitioner client boundaries and implications of unequal balance of power

privacy, confidentiality and disclosure, including:

potential limitations and issues surrounding who is the client

managing disclosures

records management

specific legislative frameworks that apply to working with children, including:

child protection

work role boundaries – responsibilities and limitations, including situations where usefulness of counselling may be limited and referral is required

work health and safety

stages of child development and their relevance to child and young person counselling

attachment and family systems theories and how these are applied to working with vulnerable and traumatised children

concepts of couple, family and child dynamics in normal and abnormal developmental forms

impacts of separation and divorce on parents and children and other family members

impacts of conflict, particularly high level and/or ongoing conflict, on children, and the use of child-focused approaches to intervene and minimise the impacts

indicators and dynamics of domestic and family violence and complexities of interpersonal interactions, including power, abuse and conflict in family and sibling relationships

common concerns in child and young person counselling processes

factors relevant to the context of children and young people in counselling, including:

current or previous parental separation

family court and/or relationship history

children’s behaviour and developmental level

other factors that may indicate a history of violence

feelings of depression, anger, low self-esteem, suicidal thoughts, emotional distress or sleep disturbances

presenting issues including assessment with parents/care givers

ways to create a child-friendly environment, including physical resources that support practice

child-focused counselling approaches, when and how these are used, including:

use of play therapy

storytelling

strengths, limitations and contraindications of specific therapeutic theories and models, including risk of harm associated with approaches that incorporate assumptions of family dysfunction and application of adult techniques to children and young people

considerations for the counselling process when working with diverse children and young people, including factors relating to:

age and stage of development

culture

ethnicity

gender

sexual orientation

spirituality

communication and counselling techniques used with children and young people

processes and tools for abuse screening and safety planning

counselling and case work processes, including those related to:

contracting and what needs to be agreed

documentation

interactions with other professionals and service providers

interactions with the child/young person, their family, significant others and carers

type and scope of referral options and pathways to support clients seeking interventions and supports beyond or in conjunction with counselling

own prejudices and stereotyping attitudes and their potential influence on counselling practice.

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

private consultation / interview space

modelling of industry operating conditions, including:

scenarios that involve complex interactions with children and young people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCFCS004 Provide grief and loss counselling

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCFCS803B

Application

This unit describes the skills and knowledge required for counsellors to explore the meaning and effect of grief and loss issues and work with individuals and families experiencing grief and loss.

This unit applies to family relationship counsellors who operate with significant autonomy in therapeutic professional service roles in the community sector. The activity is self-directed.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Explore the client’s understanding of grief and loss	1.1 Engage with client using their framework and language to establish an environment of safety and trust 1.2 Join with the client to explore client’s understanding of grief and loss 1.3 Assist clients to understand how their unique context has impacted on their experience of grief and loss 1.4 Explain the role of the counsellor in dealing with loss
2. Assist clients to understand the different impacts of grief and loss	2.1 Explain the possible range of responses to grief and loss 2.2 Use intervention techniques to assist the client to normalise their responses to grief and loss 2.3 Use correct terminology and concepts in the grief counselling process 2.4 Identify the key issues in bereavement counselling setting 2.5 Apply counselling strategies to diverse responses to grief
3. Formulate counselling responses to grief and loss	3.1 Monitor and respond to client presentations including safety and assessed risks 3.2 Assist client to set goals or outcomes for the grief and loss process, dependant upon clients position in grieving process 3.3 Match therapeutic interventions to client’s needs and goals 3.4 Facilitate referrals to other support services where appropriate
4. Terminate counselling sessions	4.1 Recognise when the counselling is no longer serving the interests or needs of the client 4.2 Discuss with the client when counselling no longer appears to serve their interest or needs and either renegotiate the professional relationship or terminate the service 4.3 Engage the client in determining any further external interventions as identified and arrange appropriate referrals
5. Seek feedback from clients about the counselling service provided	5.1 Review counselling progress and provision regularly with the client 5.2 Obtain feedback from the client throughout and at the conclusion of the counselling service 5.3 Use feedback strategies to encourage client contribution to improved counselling practice 5.4 Review client feedback and use this to inform practice reflection and improvement in conjunction with supervision

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCFCS004 Provide grief and loss counselling

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCFCS803B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked collaboratively with clients and provided counselling to at least 3 different individuals or family groups experiencing grief and loss, including:

adults

children

people from different cultures

used specialised counselling communication skills

addressed a diverse range of loss and grief issues, including those relating to:

child and parental loss

relationships

employment

missed opportunities.

Knowledge 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:

legal and ethical considerations for grief and loss counselling, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

practitioner client boundaries and implications of unequal balance of power

privacy, confidentiality and disclosure, including limitations

records management

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations, including situations where usefulness of counselling may be limited and referral is required

work health and safety

different types of grief and understanding attitudes, attachment and anxiety issues associated with grief

difference in grief responses in men and women,

developmental stages and how grief is likely to affect young people and children

impacts of separation and divorce on couples, parents, children and other family members

indicators and dynamics of domestic and family violence and complexities of interpersonal interactions

main approaches used in grief counselling, their underpinning theories, how they compare and their strengths, limitations and contraindications

responses to grief and how these are addressed in different counselling models, including:

disbelief

avoidance

anger

sadness

withdrawal

dissociation

suicidal ideations

self-harming

stress reactions

post traumatic stress disorder

depression

numbing

denial

anxiety

considerations for the counselling process when working with diverse people experiencing loss and grief, including factors relating to:

ability

age

class

culture

ethnicity

gender

sexual orientation

spirituality

counselling and case work processes, including those related to:

contracting and what needs to be agreed

documentation

interactions with other professionals and service providers

interactions with the client, their family, significant others and carers

type and scope of referral options and pathways to support clients seeking interventions and supports beyond or in conjunction with counselling

own prejudices and stereotyping attitudes and the potential influence on counselling practice.

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

modelling of industry operating conditions, including:

scenarios that involve complex interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCGMB001 Assess the needs of clients with problem gambling issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes CHCGMB502A. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the knowledge and skills required to assess the needs of clients affected by problem gambling and develop case plans for the delivery of problem gambling counselling services.

This unit applies to individuals working with people affected by problem gambling.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for assessment	1.1 Review existing information about the client and consult with relevant health or community services professionals based on client needs 1.2 Clearly explain legal, ethical and organisational requirements and procedures 1.3 Discuss with the client reasons for seeking help and other information that may assist in establishing a basis for further work 1.4 Inform the client of the assessment purpose and process 1.5 Confirm client’s understanding of the purpose and process of assessment and obtain consent
2. Conduct assessment	2.1 Identify history and pattern of client’s gambling through client discussion and questioning 2.2 Identify and clarify co-existing issues in consultation with the client 2.3 Review information and/or use structured assessment screens to assess the extent and impact of gambling 2.4 Collaborate with other health professionals as indicated by assessment 2.5 Determine entry to, or exclusion from, services according to organisation criteria 2.6 Accurately record assessment results according to organisation guidelines
3. Develop a case plan with the client	3.1 Identify and explore and develop options for addressing client needs and integrate into planning 3.2 Identify and prioritise goals with client and negotiate and agree objectives and processes 3.3 Negotiate and agree on case plans 3.4 Define roles, responsibilities and accountabilities of clients, counsellors and other service providers 3.5 Integrate cultural considerations into goal setting and negotiation 3.6 Negotiate communication protocols, ongoing review and evaluation systems 3.7 Document case plans and ongoing case notes according to organisation guidelines
4. Refer clients	4.1 Identify client issues that are outside the scope of the service and/or the scope of the worker 4.2 Identify appropriate service and other support options 4.3 Inform the client of possible options and reasons for seeking other service and support options 4.4 Confirm the client’s understanding of options 4.5 Work with the client to determine referral options and responsibilities 4.6 Make referral with client consent 4.7 Provide assessment information to others, including relevant health and/or community services professionals according to consent requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCGMB001 Assess the needs of clients with problem gambling issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes CHCGMB502A. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked collaboratively with at least 3 clients who gamble to harmful levels, including:

assessing and documenting client issues

developing individualised case plans that identify strategies to assist them in to overcome problems associated with gambling

used the following communication skills in work with clients:

effective use of body language

paraphrasing

reflecting feelings

open and closed questioning or probing

summarising

reframing

exploring options

use of normalising statements.

Knowledge 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:

legal and ethical considerations (national, state/territory and local) for problem gambling, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

specific legislation that affects gambling, including:

state/territory Responsible Conduct of Gaming

work role boundaries – responsibilities and limitations

work health and safety

types of gambling services in Australia and the different ways they are made available

key gambling industry stakeholders and their interrelationships

context for work in problem gambling, including:

sector values and philosophies

historical – changing attitudes and approaches

cultural – factors that motivate people to gamble

political – current policy context

economic – links between economic conditions and levels of gambling, socioeconomic patterns, state revenue generation

definitions and key indicators of problem gambling

stages of problem gambling

features of responsible gambling

graduated risks of some forms of gambling

potential impacts of problem gambling

different models of work in problem gambling, when and how they are used, including:

individual counselling and therapy

internet and telephone counselling

working with families and relationship counselling

community awareness, development and education

assessment and referral services

outpatient services

peer support/self help

crisis situation responses

relapse prevention

harm minimisation

group work

financial counselling

case management

residential and inpatient services

existence and meaning of myths, chance, odds, randomness, gambling cycle

problem gambling assessment processes, including:

range of issues to be covered

types of assessment screens and tools

factors influencing the current status of the client including:

current or baseline levels of gambling behaviour

readiness to change

physical, emotional, financial, legal and psychosocial state and immediate needs in these areas

gambling and other issues in the family

factors for consideration when working with different types of clients:

client of different ages

different gender communication styles

mandated and voluntary clients

Aboriginal and/or Torres Strait Islander people

culturally and linguistically diverse people

considerations when working with clients at risk of self-harm, suicide or with mental health issues

coexisting issues potentially impacting on the client, how to respond and sources for referral:

housing

employment

financial

legal

relationship

case management principles and processes

referral agencies for people with problem gambling

communication techniques, including:

effective use of body language

paraphrasing

reflecting feelings

open and closed questioning or probing

summarising

reframing

exploring options

use of normalising statements

referral options and availability.

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:

client information

problem gambling assessment tools

modelling of industry operating conditions, including:

scenarios that involve complex interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCGMB002 Provide counselling for clients with problem gambling issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCGMB503A

Application

This unit describes the knowledge and skills required to provide and monitor support, counselling and interventions for clients affected by problem gambling. Counsellors provide support and review goals and strategies using a holistic approach to establish and maintain change in the gambling activity, as well as looking at the reasons underlying and/or contributing to the problem.

This unit applies to counsellors working with people affected by problem gambling.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Provide practical support or information	1.1 Provide relevant and current information on problem gambling and discuss with clients 1.2 Based on review of the client’s assessment and case plan, develop practical strategies to address immediate gambling concerns 1.3 Provide immediate information, response or referral for crises arising from client’s problem gambling and other issues 1.4 Provide information and support with daily living needs in accordance with organisation policies and procedures
2. Counsel clients	2.1 Use counselling skills to explore the scope, depth and nature of client’s issues and identify the complexity and interrelated of issues in client’s life 2.2 Explore the function, purpose and context of gambling in the life of the client and its impact 2.3 Exploring factors which trigger the gambling behaviour or encourage its continuation 2.4 Negotiate goals and action plans with client and document in accordance with organisation policies and procedures
3. Apply interventions to support choice and change	3.1 Review and select possible models and techniques to meet client needs 3.2 Work with client to develop realistic expectations of counselling and change processes or choice 3.3 Explore and implement options for change or choice that minimise the harm resulting from gambling 3.4 Maintain engagement while resistance and defences are managed 3.5 Apply relapse prevention and management principles and strategies 3.6 Refer client to other services according to individual needs
4. Work with families and significant others	4.1 Identify and provide support family members or significant others as a client 4.2 Explore boundary issues and challenges with client 4.3 Proactively consider and address impact on children within work role boundaries 4.4 Work collaboratively with others to support client needs according to organisation policies and procedures
5. Review client and counselling progress	5.1 Review client’s progress against case plan and record and report according to organisation guidelines 5.2 Seek client feedback on process and use learning to inform further action and own practice 5.3 Negotiate revisions to action plans and timeframes as required and incorporate into case plan 5.4 Review counselling process and outcomes of client work with supervisor and/or colleagues according to organisation policies and procedures 5.5 Negotiate exit with client and provide support in accordance with organisation policies, procedures and available resources

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCGMB002 Provide counselling for clients with problem gambling issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCGMB503A

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

implemented support strategies, counselling and interventions for at least 3 diverse clients who gamble to harmful levels in collaboration with the client and his/her support network

used at least 3 of the following approaches in working with those with problem gambling issues:

cognitive processes

affect management

working with underlying issues

use of alternative coping strategies

skills and ‘strengths’ building

family therapy

motivational interviewing

behavioural interventions.

Knowledge 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:

legal and ethical considerations (national, state/territory and local) for problem gambling, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

specific legislation that affects gambling, including:

state / territory Responsible Conduct of Gaming

work role boundaries – responsibilities and limitations

work health and safety

key gambling industry stakeholders and their interrelationships

context for work in problem gambling, including:

sector values and philosophies

historical – changing attitudes and approaches

cultural – factors that motivate people to gamble

political – current policy context

economic – links between economic conditions and levels of gambling, socioeconomic patterns, state revenue generation

definitions and key indicators of problem gambling

definitions and key indicators of problem gambling

stages of problem gambling

features of responsible gambling

graduated risks of some forms of gambling

potential impacts of problem gambling

different models of work in problem gambling, when and how they are used, including:

individual counselling and therapy

internet and telephone counselling

working with families and relationship counselling

community awareness, development and education

assessment and referral services

outpatient services

peer support/self help

crisis situation responses

relapse prevention

harm minimisation

group work

financial counselling

case management

residential and inpatient services

existence and meaning of myths, chance, odds, randomness, gambling cycle

counselling approaches used in problem gambling, and how to use them, including:

cognitive processes

affect management

underlying issues

use of alternative coping strategies

skills and ‘strengths’ building

family therapy

motivational interviewing

behavioural interventions

Diagnostic and Statistical Manual of Mental Disorders and pathological gambling

theories of gambling

interventions and harm minimisation strategies directed to current problem gambling behaviour, including self-exclusion options

individual’s experience of gambling, including family history, culture, character issues, personality, intra-psychic and wider systems, meaning, purpose, function being served, exploring multiplicity of organising impulses

ways to work with client support networks, both family and non-family

referral options and availability.

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:

client information and assessment outcomes

modelling of industry operating conditions, including:

scenarios that involve complex interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCGRP001 Support group activities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCGROUP201C and CHCGROUP302D. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to participate in, and provide general support for, group work. It does not include the leadership or facilitation of groups.

This unit applies to individuals involved group work in a range of community service settings. They work according to established organisation procedures.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the purpose of the group	1.1 Identify and determine activities which meet the group purpose with members of the group, 1.2 Discuss and agree rules for group behaviour with all group members as a participant 1.3 Identify, acknowledge and respect individual differences of workers and group members 1.4 Seek, identify and accommodate goals, needs and expectations of participants according to available resources and scope of own role 1.5 Keep records of group interactions according to organisation documentation requirements
2. Establish and maintain group relationships	2.1 Confirm role played by self and other group members 2.2 Encourage participation of other group members 2.3 Model clear communication and encourage group members to use clear and appropriate communication 2.4 Ensure communication and interactions with group are appropriate to aim and purpose of group 2.5 Implement appropriate processes to address breaches of behaviour according to organisation protocols 2.6 Encourage participants to abide by agreed behaviours 2.7 Promote group achievements in a way which motivates and recognises participants’ efforts
3. Organise resources for group activities	3.1 Identify support and resources to achieve the objectives of the group 3.2 Provide information to group about resources available and guidelines for their use 3.3 Encourage cooperative approach to the use of resources 3.4 Complete reports on use of resources according to organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCGRP001 Support group activities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCGROUP201C and CHCGROUP302D. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

participated in, and supported the activities of, at least 3 different groups, where groups comprise at least 5 members

modelled the following communication skills when participating in groups:

active listening

questioning

rapport-building

conflict resolution

clarity in communication.

Knowledge 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:

legal and ethical considerations for group work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations

work health and safety

policies and procedures

nature of groups and the way they operate at an overview level, including:

dynamics of groups

stages of group development

stages of change

styles of group leadership and decision-making

communication techniques and how they are used within groups, including:

active listening and questioning

rapport building

conflict resolution

non-verbal communication

nature of resources provided to groups, including:

information/referrals

facilities

equipment/materials

administrative support

facilitation of meetings

worker skills/expertise

nature of support provided including:

resources managed by the organisation

advice, information and facilitation

individual or group supervision.

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:

organisation policies and procedures

group member information

modelling of industry operating conditions, including:

scenarios that involve interactions with groups.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCGRP002 Plan and conduct group activities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCGROUP403D

Application

This unit describes the knowledge and skills required to establish, lead and participate in a groups using a collaborative, strengths-based approach.

This unit applies to any individual involved in planning and leading group activities. Groups may be formal or informal.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan group activities and resources	1.1 Review available information and identify the needs of the group 1.2 Generate ideas for activities that respond to identified needs 1.3 Identify, calculate and document the resources required for group activities 1.4 Identify and follow up on the need to make submissions for potential sources of assistance and resources within scope of own job role 1.5 Organise resources according to organisation procedures
2. Coordinate group planning processes	2.1 Seek opportunities actively for collaborative planning and shared ownership with clients 2.2 Solicit, analyse and prioritise information about group’s needs and expectations 2.3 Negotiate the purpose of group activities with the group allowing time and opportunity for individuals to articulate their ideas and wishes 2.4 Translate purpose of proposed group activity into a set of documented aims and objectives based on input 2.5 Analyse potential impact on group operation of the values and beliefs of both worker and client 2.6 Design group strategies that promote effective group operation and take into account specific characteristics of participating clients
3. Manage group processes and conflict	3.1 Promote opportunities for open dialogue and active listening between group members 3.2 Encourage and model sensitivity to diverse participants 3.3 Use strategies to prevent conflict within own role, power and capacity 3.4 Identify and reinforce the outcomes of positive conflict 3.5 Clarify and confirm principles and practices of conflict resolution in a group and seek agreement to implement them 3.6 Encourage acknowledgement of rights and responsibilities and perceptions of all participants in the conflict situation 3.7 Offer opportunity to all participants for debriefing, support, mediation, consultation and facilitation
4. Evaluate group activities	4.1 Ensure aims and objectives of the group activity provide the basis for evaluation and feedback 4.2 Seek feedback from group participants on leadership style, group process, achievement of objectives, other achievements and areas for development 4.3 Document evaluation information according to organisation procedures and distribute to relevant people

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCGRP002 Plan and conduct group activities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCGROUP403D

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

planned and conducted at least 3 different group activities for groups with diverse participant profiles, including:

identified the following resource requirements:

financial

human

physical

worked collaboratively with groups to plan activities

facilitated at least 3 different group sessions, each with a minimum group size of 5 people, using the following communication and interpersonal skills:

listening

questioning

effective non-verbal communication

empathetic responding

paraphrasing

summarising

negotiation

techniques for maintaining group cohesion

conflict resolution.

Knowledge 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:

legal and ethical considerations for group work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations

work health and safety

principles and processes of strengths-based practice

types and purposes of groups in the community services context

types of resources required for group activities, including:

venues

equipment

information materials

administrative support

specialist expertise

dynamics of groups and group behaviour

processes and techniques for engaging in, and managing group planning processes

communication techniques and how these are applied in working with groups, including:

collaboration

conflict resolution

different styles of group leadership

effective non-verbal communication

empathetic responding

listening

negotiation

paraphrasing

questioning

summarising

techniques for maintaining group cohesion

relevant models including stages of group development and stages of change

types of additional support that may be provided to groups, including:

information and resources (internal or external)

individualised services

referrals to further support.

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:

information about group needs

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve groups comprising at least 5 people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCGRP003 Plan, facilitate and review psycho-educational groups

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCFAM416B/CHCGROUP408B/CHCGROUP504B/CHCGROUP509B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to plan, facilitate and review psycho-educational groups using the theories and models of group work and strengths-based approaches.

This unit applies to individuals who plan and run psycho-educational groups based on established programs and procedures.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan psycho-educational groups	1.1 Identify the focus for the psycho-educational group based on the target group and client needs 1.2 Identify, screen and assess potential group members for suitability according to an established selection process 1.3 Communicate selection and non-selection outcomes to possible group members 1.4 Identify alternative services to meet the needs of group applicants who do not meet the criteria 1.5 Identify the need for, and establish supervision arrangements prior to the group 1.6 Identify, organise and adapt resources required for facilitation of the group
2. Facilitate group processes	2.1 Recognise and respond to individual needs while maintaining group cohesion and within educational boundaries 2.2 Identify, explore and use connections within the group 2.3 Use questions that support exploration of group members’ involvement in the group in relation to their whole life experience 2.4 Use responses and interactions to inform observations 2.5 Assist individuals to engage with activities and exercises in the group. 2.6 Maintain effective facilitation of learning through phases of the group 2.7 Monitor interactions between group members to ensure full participation and maximise learning outcomes 2.8 Validate and normalise emotional responses to issues sensitively challenge within the group setting and with regard to duty of care requirements
3. Manage challenges within the group process	3.1 Identify at risk behaviours and implement harm reduction strategies according to the needs of the individual within boundaries of own role 3.2 Respond appropriately to individuals displaying distress or concern in a manner that maximises safety and confidentiality for each individual 3.3 Acknowledge disclosures appropriately and manage group reactions to disclosure 3.4 Identify and contain disruptive behaviour using group activities and discuss appropriate participation in the group 3.5 Evaluate and make judgment about when individual may need to leave the group and take action according to organisation procedure 3.6 Make referrals when indicated by client needs according to organisation procedures
4. Review group and participant progress toward set goals	4.1 Progressively monitor and document individual progress toward set goals 4.2 Progressively review and monitor the psycho-educational group program and adjust as required to ensure the program’s ongoing relevance for the psycho-educational group 4.3 Communicate decisions to change group activities, group membership or group purpose to the group 4.4 Reflect on group practice and own performance to inform future work 4.5 Participate in and apply learning from supervision to current and future psycho-educational groups

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCGRP003 Plan, facilitate and review psycho-educational groups

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCFAM416B/CHCGROUP408B/CHCGROUP504B/CHCGROUP509B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

facilitated and reviewed at least 3 different psycho-educational group sessions, each with a minimum group size of 5 people, using the following communication and interpersonal skills:

listening

questioning

effective non-verbal communication

empathetic responding

paraphrasing

summarising

negotiation

conflict resolution

techniques for maintaining group cohesion

debriefing

addressed issues to meet the diverse needs of individuals, including those related to:

age

culture

gender

education level

learning ability

identified and developed appropriate responses to at least 3 different challenging and/or potentially harmful situations in the group process.

Knowledge 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:

legal and ethical considerations for psycho-educational group work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations, including boundaries between education and counselling

work health and safety

group work specialisations and the role of psycho-educational group work

principles and processes of strengths-based practice

criteria and processes used for selection of psycho-educational groups

screening processes, and the types of information they may seek or collect, including:

alcohol and other drugs abuse

criminal history

incompatibility with selection criteria

language, literacy, numeracy and education abilities that may prevent effective engagement

level of emotional reactivity

mental health history

presence of domestic and family violence

sources of supervision, and the role of supervision in group work

types of ‘at risk’ behaviours, including:

blame

denial

detachment

disclosure

harm references (to self or others)

negativity

risk management considerations at different stages of the planning and facilitation of groups, including:

boundary setting

principles of crisis intervention

safety planning requirements

supervision requirements

who may be considered a vulnerable party

theoretical models and frameworks for working with psycho-educational groups, including:

connections between learning in a group and wider life experiences

development or modification of existing psycho educational programs to suit group members needs

different types of group leadership

dynamics in groups

ecosystems theory and their influence on people and relationships

group boundaries

group work specialisations and the role of psycho-educational group work

major theories and their key features

relevant models for stages of group development

stages of group development

current best practice in relation to psycho-educational groups including:

adult learning principles

boundaries for psycho-educational groups

criteria and processes for selection of psycho-educational groups

models and tools for facilitating a psycho-educational group

record-keeping processes for the psycho-educational group

types of learning activities used

phases of the group process including:

tuning-in phase

beginning phase

middle phase

termination phase

the needs of different people and groups in psycho-educational groups, and how to meet them, including:

individuals of both genders

couples

families

own values, beliefs and experiences which may impact on work practice

referral sources for group members in need of additional services.

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:

group member information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve groups comprising at least 5 people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCGRP004 Deliver structured programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCGROUP410B

Application

This unit describes the skills and knowledge required to prepare for and deliver already established short, one-off, structured programs according to format and timing requirements. Programs will have a focus on assisting participants to find solutions to specific challenges through access to information and education relevant to these challenges.

This unit applies to any individual involved in planning and leading established, structured group educational sessions.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Conduct pre-program assessments	1.1 Review program information and discuss program objectives and format with potential group participants to assess program suitability 1.2 Identify and document special needs of potential group participants in pre-group assessment 1.3 Identify participant conditions potentially incompatible with program objectives 1.4 Select participants for group according to selection criteria and complete documentation accordingly
2. Confirm program process	2.1 Clearly communicate program objectives, learning outcomes and structure to participants 2.2 Establish and agree group process and participation guidelines with participants 2.3 Communicate boundaries and limitations of program 2.4 Identify and access resources required for program implementation
3. Implement program	3.1 Deliver program content according to the sequence and procedure identified 3.2 Manage pace of delivery to meet timeline requirements and overall objectives 3.3 Encourage group interaction and manage it to maintain relevancy and ensure equity of discussion amongst participants 3.4 Present material to accommodate relevant discussion and questions, while ensuring key information and processes are delivered within timing requirements 3.5 Use presentation tools and adult learning theories and models effectively 3.6 Provide communication and literacy support to participants as required to ensure equitable access to information 3.7 Summarise information and key learning throughout the program 3.8 Deliver program collaboratively with co-facilitator where required
4. Contain emotional responses	4.1 Ensure strong emotions expressed by participants are acknowledged and affirmed 4.2 Normalise and validate participant experience where appropriate and sensitively challenge where required 4.3 Refer participant to support services if required and encourage them to seek follow up support 4.4 Refocus group participants on program process
5. Review achievement of program objectives	5.1 Assess participants’ understanding of key concepts and achievement of learning objectives during delivery 5.2 Identify additional issues raised which are not addressed within the scope of the program and initiate referral or follow up action to address them 5.3 Conduct and document program evaluation according to program evaluation process and complete reporting in line with requirements 5.4 Gather and assess feedback on program to guide continuous improvement of delivery 5.5 Review effectiveness of implementation with co-facilitator or supervisor 5.6 Identify opportunities to improve program delivery

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCGRP004 Deliver structured programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCGROUP410B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

prepared for and delivered at least 3 different structured programs within identified resources and timeframes applying adult learning principles and all of the following:

demonstration/modelling

instruction

presentations/lectures

guided facilitation of individual and group learning activities

initiating and facilitating group discussions

brainstorming activities

time and process management skills

used the following communication and interpersonal skills when facilitating group learning:

listening

questioning

effective non-verbal communication

empathetic responding

paraphrasing

summarising

negotiation

conflict resolution

techniques for maintaining group cohesion

debriefing

addressed planning and facilitation issues to meet the diverse needs of individuals, including those related to:

age

culture

gender

education level

learning ability.

Knowledge 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:

legal and ethical considerations for group work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations

work health and safety

subject matter knowledge

group selection processes

content and requirements of the learning program and/or delivery plan

learner group profile including characteristics and needs of individual learners in the group

different delivery methods and techniques appropriate to face-to-face group delivery, including:

demonstration/modelling

instruction

presentations/lectures

guided facilitation of individual and group learning activities

initiating and facilitating group discussions

brainstorming activities

time and process management skills

adult learning theory and models

dynamics of groups and group behaviour

behaviours in group participants which may indicate difficulties with content or processes

program evaluation/revision techniques, including:

development of assessment criteria

developing simple questionnaires and feedback forms

administering evaluation forms

using questioning for evaluation purposes

types of additional support that may be provided to groups, including:

information and resources (internal or external)

individualised services

referrals to further support

own values, beliefs and experiences which may impact on work practice.

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:

structured programs for delivery

organisation policies and procedures

modelling of industry operating conditions, including:

involvement of groups comprising at least 5 people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCGRP005 Plan and provide group counselling

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCFCS805B/CHCGROUP805B/CHCGROUP806B/CHCGROUP807B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to plan for group counselling, develop a therapeutic alliance for change with the group, manage the group process and evaluate the outcomes of group counselling sessions. It goes beyond psycho-educational group work.

This unit applies to family relationship counsellors who operate with significant autonomy in therapeutic professional service roles in the community sector. The activity is self-directed.

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

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for group counselling	1.1 Develop criteria for appropriate participant selection 1.2 Implement ethical processes for participant selection according to nature of the intervention and individual client needs 1.3 Document and record member selection process in line with established practice and organisation procedures 1.4 Identify a suitable supervisor for group counselling and negotiate a supervision plan based on the planned counselling and participate profile
2. Develop a therapeutic alliance for interpersonal learning and change	2.1 Establish agreements with group members about the way that the group will operate 2.2 Develop goals for and with the counselling group according to the nature and needs of the group 2.3 Share information that prepares group members for participation in the group process 2.4 Develop appropriate safety measures between the group and group leader 2.5 Reflect on and respond to potential influence of own values on group participants
3. Manage the group counselling process	3.1 Model and encourage respectful communication within the group that addresses the diversity of participant needs 3.2 Manage key transitions and stages of group development using established group work practices and engagement strategies 3.3 Facilitate the group in ways that assist participants to develop connections with each other and with their own thoughts, feelings and actions 3.4 Use strategies that assist group members to develop self awareness, awareness of change and their use of defences 3.5 Identify and manage issues of transference and counter transference 3.6 Identify and manage conflict and negative behaviours constructively 3.7 Monitor the therapeutic alliance at an individual and whole-of-group level 3.8 Facilitate group member debriefing according to individual needs 3.9 Document observations and outcomes of sessions according to professional standards and organisation requirements
4. Evaluate and reflect on group counselling	4.1 Evaluate group member patterns of improvement and change according to individual and group goals 4.2 Use evaluation processes that allow group members to provide feedback 4.3 Integrate evaluation of group counselling sessions into a broader reflective practice framework 4.4 Participate in supervision according to planned approaches and apply learning to future work

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCGRP005 Plan and provide group counselling

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCFCS805B/CHCGROUP805B/CHCGROUP806B/CHCGROUP807B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

planned, facilitated and evaluated at least 3 different group counselling sessions, each with a minimum group size of 5 people

facilitated sessions that individually or cumulatively involve:

sessions with varied goals

participants of different genders ages

participants with different issues and challenges

managed the group counselling process according to established group work principles using the following communication and counselling skills:

challenging

collaboration

conflict resolution

different styles of group leadership

effective non-verbal communication

empathetic responding

focusing

listening

negotiation

paraphrasing

reframing

questioning

summarising

techniques for maintaining group cohesion

completed a structured process of evaluation and reflection for at least 3 group counselling sessions.

Knowledge 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:

legal and ethical considerations for group counselling work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

ethical dilemmas in practice, and processes for ethical decision-making

mandatory reporting

practitioner client boundaries and implications of unequal balance of power

privacy, confidentiality and disclosure, including limitations

records management

work role boundaries – responsibilities and limitations of group interventions

work health and safety, including:

stress management

supervision requirements for group counselling work

nature of complex interpersonal interactions and relationship, including:

abuse

conflict

power balances

how these play out in group situations

systemic therapeutic group work interventions and their application and evidence base:

cognitive/behavioural

solution focused

systemic approaches

mutual aid model

strengths, limitations, and contraindications of specific group counselling models, including risks of harm associated with models that incorporate assumptions of family dysfunction, pathogenesis, or cultural deficit

how group counselling may be used at the:

individual level

sub group level

whole-of-group level

processes, practices and factors for consideration in selecting participants for group counselling

types of information and supports needed to prepare participants for group counselling

models, theories, principles and practices of group work, including:

establishing agreements about how the group will operate and guidelines for behaviour

different stages of group development

different types of group leadership

uses and abuse of group techniques

responses to disclosures in groups

management of conflict and challenging behaviour

strategies for learning and change

transference and counter transference issues that arise in group counselling and how to manage these

group and individual defences and how these can be managed

communication and counselling techniques and how they are applied in the group process:

challenging

collaboration

conflict resolution

effective non-verbal communication

empathetic responding

focusing

listening

negotiation

paraphrasing

reframing

questioning

summarising

factors that affect the dynamics of a group, including:

attempted sabotage of process

avoidance of discussion of conflict

challenging feedback

conflict between or among participants/ facilitators

group splitting

inappropriate use of behaviour or relationships

manipulation of other participants

challenges and mistakes in leading counselling groups and strategies for how to address and avoid these

methods for measuring effectiveness of group counselling interventions

role of reflective practice and the nature of a counselling reflective practice framework

referral sources for group members in need of additional services

role and importance of self awareness and influence of own beliefs and attitudes.

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:

group member information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve groups comprising at least 5 people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCHCS002 Coordinate and monitor home based support

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to coordinate and monitor the delivery of home based support services.

This unit applies to workers in a community services context. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and maintain appropriate relationships with the person and carer	1.1 Communicate in a manner that develops and maintains trust and respects cultural sensitivities and individual differences 1.2 Maintain confidentiality and privacy of the person according to organisation policy and protocols 1.3 Support the interests, rights and decision-making of the person in all dealings 1.4 Ensure the person has information and understands their rights and the organisations responsibilities, service guidelines and costs
2. Determine the person’s needs	2.1 Clarify any existing requirements of the person based on previous assessments and existing individualised plan, if relevant 2.2 Determine the person’s goals, capacities and service needs using strategies appropriate for the person and circumstances 2.3 Determine the person’s needs according to government and organisation procedures, policies, standards and legislation 2.4 Gather information consistent with the person’s requirements and identify indicators where additional information might be required in some areas 2.5 Identify the person’s language and cultural or religious practices which support staff would need to adhere to or which may require change in work practices 2.6 Complete documentation according to organisation procedures
3. Determine safety requirements for support	3.1 Identify hazards that would be associated with providing support 3.2 Identify potential areas to minimise risk 3.3 Support the person to address the hazard and control risks, where the risk cannot be managed within organisation’s legitimate role 3.4 Complete documentation according to organisation procedures
4. Provide appropriate support staff	4.1 Identify best match to the person’s requirements 4.2 Provide necessary details to support the person 4.3 Provide details to work safely in the person’s home 4.4 Confirm organisation policies and procedures, duty of care and legislative requirements 4.5 Determine job role boundaries and record-keeping requirements 4.6 Identify any skill concerns and report need for training and other support
5. Monitor support services	5.1 Check the person’s functioning and progress using a range of information 5.2 Identify any issues and concerns may be present 5.3 Address any concerns with the support worker, and if necessary the person 5.4 Identify strategies to address concerns and issues

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCHCS002 Coordinate and monitor home based support

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

coordinated and monitored services to at least 2 people in different home and community support settings

Knowledge 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:

legal and ethical considerations for home based support services, including:

codes of practice

basic home fire safety and associated state/territory smoke alarm legislation

dignity of risk

duty of care

privacy, confidentiality and disclosure

practice standards

relevant organisation procedures, policies, awards and standards and how to access them

work role boundaries for people working in the community, responsibilities and limitations

work health and safety (WHS)

emergency response procedures

WHS risk assessment in the home and community workplace environment

strategies to determine needs of older people and people with disabilities in a home and community environment

the nature and significance of working in the person’s home and in community venues

personal and property security procedures

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCINM001 Meet statutory and organisation information requirements

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to ensure effectiveness and efficiency of the organisation’s information system.

This unit applies to work in a range of health or community service contexts where work may be carried out by senior workers working autonomously within broad guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the level of performance needed to demonstrate achievement of the element
1. Identify and address information requirements	1.1 Use appropriate mechanisms to identify organisation and statutory information requirements 1.2 Identify gaps or inadequacies in the organisation’s information systems 1.3 Analyse any substantial breakdowns in methods of recording, storing and accessing information for cause and effect, and take corrective action 1.4 Collect, analyse and prepare data on information needs in ways to inform decision-making
2. Review options for information management	2.1 Identify and periodically evaluate sources of information 2.2 Identify, evaluate and prepare options for the development of information systems in consultation with users 2.3 Identify, calculate and evaluate financial and technological resources required for systems
3. Establish and manage systems to record and store information	3.1 Develop, implement and document systems that meet organisation and statutory information requirements for recording, storing and accessing information 3.2 Implement strategies to address any gaps in meeting current information requirements in consultation with stakeholders
4. Develop staff and resources	4.1 Analyse staff training needs in relation to information systems and in accordance with legislative and organisation requirements 4.2 Organise training or retraining in accordance with training needs analysis 4.3 Support and supervise the development of information and educational resources 4.4 Develop content and format guidelines in consultation with stakeholders to guide production of resources 4.5 Recruit appropriate expertise to develop information and training resources
5. Evaluate and maintain quality information systems	5.1 Routinely evaluate adequacy of information systems used to record and store information for effectiveness, efficiency, security and integrity and introduce new methods as necessary 5.2 Monitor validity, currency and usefulness of information and take appropriate actions for disposal or storage 5.3 Monitor ongoing development of information systems and training resources in consultation with users 5.4 Implement strategies to continuously improve effectiveness of information systems and resources

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCINM001 Meet statutory and organisation information requirements

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

established and managed 1 organisation or departmental information system:

assessed and analysed information requirements in consultation with stakeholders

reviewed options for system, including financial and technological resource requirements

designed and documented system

implemented processes to support information management system and development of information resources

evaluated information management system against objectives

Knowledge 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:

workload analysis models and systems

relevant policy and procedures and work systems

systems analysis models and theories

legal and ethical considerations relating to organisation and statutory information requirements

range of current and emerging information technology relevant to addressing organisation information requirements

consultation processes and techniques

training needs analysis

communication dissemination models

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:

current information and communication technology (ICT) systems

statutory requirements

modelling of industry operating conditions

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCINM002 Meet community information needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to work with community groups and individuals to identify and address their information needs.

This unit applies to work at all levels in a range of community service or health 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the level of performance needed to demonstrate achievement of the element
1. Identify information requirements	1.1 Use appropriate mechanisms to identify information requirements of the community and specific groups 1.2 Collect and maintain current, accurate and comprehensive information on a range of relevant issues and services for the community or group 1.3 Identify gaps or inadequacies in the information base including out-of-date or redundant material
2. Address information requirements	2.1 Where possible, access existing information sources to meet individual and community needs 2.2 Implement strategies to address any gaps in meeting current information requirements 2.3 Where new information materials need to be developed, explore and discuss options in consultation with users, colleagues and stakeholders 2.4 Identify implementation requirements in the planning of new information and/or materials 2.5 Identify appropriate formats for the presentation of information to different audiences 2.6 Develop information resources using appropriate technology
3. Evaluate and maintain quality information	3.1 Routinely evaluate adequacy of existing information sources and materials to meet community needs 3.2 Implement strategies to continuously improve effectiveness of information materials and systems

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCINM002 Meet community information needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assessed and addressed information needs of 1 community and/or specific group, including:

analysed current capacity for needs to be met

determined requirements for new materials

developed at least 1 information resource

Knowledge 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:

a range of sources that can be used to obtain information

a range of options for sharing information, including digital media

a range of systems that can be used to store and record information

features of information management systems

formatting and presentation options

technology for preparation, formatting, editing and publishing materials and information

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH001 Work effectively in the leisure and health industries

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to work in a context within which leisure and health work occurs and to effectively support its role in enhancing well being.

This unit applies to workers in a range of community services and health contexts who provide leisure and health services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Provide appropriate leisure and health services	1.1 Demonstrate understanding of the value of leisure, recreation and play in enhancing well being 1.2 Identify different work environments, services and work roles within the industry 1.3 Work within the current models of leisure and health practice 1.4 Ensure clients participate in all aspects of service planning and support activities 1.5 Undertake all work as part of the inter disciplinary team and exhibit an awareness of the role of a conjoint approach to leisure and health programs 1.6 Identify personal values and attitudes regarding leisure, recreation and play and take them into account when planning and implementing all work activities
2. Operate within the policies and procedures of the leisure and health sector	2.1 Read relevant organisation policies and discuss with colleagues and team 2.2 Ensure all work is consistent with relevant statutory and legislative provisions 2.3 Work ethically and within duty of care requirements recognising dignity of risk 2.4 Seek information for professional development, further training options and identify potential career pathways

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH001 Work effectively in the leisure and health industries

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked effectively as part of an interdisciplinary team, involving at least 3 other people, within the leisure and health framework

networked with at least 2 professionals in the leisure and health industry and documented the networking process

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively manage 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 contexts of the leisure and health sector:

historical

social

political

economic

current issues which impact on the leisure and health sector and different models of leisure and health

views of key stakeholders and representatives from relevant target groups about leisure and health

underpinning values and philosophy of the leisure and health sector

models of leisure and health practice and how these models can be used in a practical manner within a leisure and health environment

current issues facing clients and existing services to address their needs and rights

facts and myths about the value of leisure and recreation in enhancing health and well being

holistic and person-centred practice

importance of consumer input, choice and respecting individual recognition

ways in which a leisure and health professional can ensure clients participate in the planning of the leisure and recreation programs within a service

advantages of working in an interdisciplinary team

benefits of leisure activities for clients, including:

children

young people

people with a disability

people with an illness

people who are ageing

working with people from culturally, spiritually and linguistically diverse backgrounds, including Indigenous Australian culture

legal and ethical considerations for leisure and health:

dignity of risk

duty of care

privacy, confidentiality and disclosure

work health and safety (WHS)

principles and practices

access and equity

client empowerment/disempowerment

quality of life

relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

organisation policies and procedures

information/documentation relevant to leisure and health activities

scenarios that focus on working within an interdisciplinary team with leisure and health responsibilities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH002 Contribute to leisure and health programming

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to contribute to the creation, planning, coordination, delivery and evaluation of appropriate leisure and health activities for individuals and groups.

This unit applies to workers in a range of community services and health contexts who provide leisure and health services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify activities to match leisure and health needs of the client or group	1.1 Work with health practitioners and key stakeholders to develop activity plans 1.2 Collect and review relevant information to establish the needs of leisure and health clients, based on the leisure and recreation assessment 1.3 Identify and review a range of possible activities to meet needs 1.4 Select activity focus and type based on client needs, organisation’s criteria and resource availability 1.5 Undertake an activity analysis to match client needs to the characteristics of the activity 1.6 Undertake an assessment of outing requirements, where appropriate 1.7 Undertake risk assessment for activities, programs and outings
2. Assist with the preparation of activity plan	2.1 Undertake appropriate planning of activities within team context to ensure client needs are met 2.2 Incorporate consultation with clients and stakeholders into planning of activities 2.3 Determine operational arrangements for conducting the activity and assess for feasibility 2.4 Develop and document goals and outcomes for each activity 2.5 Include appropriate implementation and evaluation strategies in the activity plan 2.6 Develop plans to include activity modifications required to meet client needs 2.7 Document resource adaptations, where appropriate, according to organisation procedures and protocols 2.8 Ensure planned activities reflect accepted best practice in working with leisure and health clients 2.9 Document the activity plan according to organisation procedures and protocols
3. Identify and obtain required resources	3.1 Devise and implement strategies to obtain and utilise necessary human, financial and physical resources 3.2 Make submissions to potential sources, in accordance with relevant guidelines, where required resources are not readily available 3.3 Evaluate, select and arrange suitable locations for program implementation 3.4 Identify a range of leisure and recreation options and experiences suitable to client needs 3.5 Identify components of an activity relevant to the abilities of the client 3.6 Modify and adapt activities to meet client needs, where necessary 3.7 Conduct resource audit
4. Promote activity or program	4.1 Identify potential program users and design and distribute appropriate information to achieve maximum response 4.2 Evaluate effectiveness of promotional activities and make changes as indicated by response 4.3 Develop motivational strategies to maximise client participation 4.4 Evaluate effectiveness of motivational strategies and make amendments as indicated by the response
5. Deliver activity or program	5.1 Implement activities in accordance with program plan, organisation guidelines and legislative requirements 5.2 Provide participants with access to a range of activities suited to their needs and interests 5.3 Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies 5.4 Adapt program to changing needs of participants as required 5.5 Promptly address problems in delivery of activities 5.6 Use effective facilitation techniques in the delivery of activities 5.7 Develop strategies to deal with challenging behaviour 5.8 Implement strategies to deal with challenging behaviour 5.9 Monitor levels of client participation 5.10 Amend activity to facilitate an appropriate level of client participation
6. Evaluate activity	6.1 Define criteria to judge program effectiveness in consultation with clients and stakeholders 6.2 Routinely use appropriate evaluation, revision and development strategies during and after the activities 6.3 Collect, organise and report evaluation information in a format that is accessible and meaningful to clients and stakeholders 6.4 Prepare and present reports as required
7. Document the activity or program	7.1 Determine documentation requirements that reflect accepted best practice in working within the leisure and health profession 7.2 Conduct documentation processes according to organisation guidelines and legislative requirements 7.3 Evaluate the effectiveness of documentation

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH002 Contribute to leisure and health programming

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

contributed to the planning, delivery and evaluation of 3 leisure and health activities for a client or group of clients

documented 4 activity modifications/adaptations that have been investigated

visited a suitable outing venue for a chosen client or group of clients

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge 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:

at least 15 activity ideas that could be included in a holistic leisure and health program

current documentation requirements and expectations within the profession

aspects of holistic health:

emotional

social

physical

mental

spiritual

levels of human needs:

universal

developmental

special

legal and safety requirements as they relate to activities and programs

risk and outing assessment processes

relevant funding sources

provision of support to a diverse range of people and organisations

cross cultural communication, negotiation and facilitation

work health and safety (WHS) principles and practices

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and equipment or resources outlined in the plan

information/documentation relevant to leisure and health activities

scenarios that focus on working within an interdisciplinary team with leisure and health responsibilities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH003 Participate in the planning, implementation and monitoring of individual leisure and health programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to participate in planning, implementation and evaluation of programs providing activities for individuals.

This unit applies to workers in a range of community services and health contexts who provide leisure and health services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Gather and record detailed information about clients	1.1 Use appropriate methods to assess client’s leisure and health needs according to specific purpose and under the guidance of an experienced worker 1.2 Use a variety of appropriate recording methods under the guidance of an experienced worker 1.3 Record information using holistic approach to health and well being of clients 1.4 Participate in the analysis of information gained to identify individual strengths, needs, interests and preferences 1.5 Maintain confidentiality while observing and recording
2. Participate in the design of individual program plans	2.1 Use a consultative approach based on the client’s leisure and health needs assessment 2.2 Identify and include a range of resources and ideas to meet the client’s leisure needs based on lifestyle, interests, and social context relevant to the individual and their community 2.3 Identify and include ways in which the health, well being and abilities of individuals are enhanced 2.4 Incorporate the additional and specific leisure and recreation needs of clients while reflecting the philosophy and goals of the service 2.5 Assist with the documentation of an individual program plan for clients based on information gathered during assessment
3. Implement individual program plans	3.1 Contribute to developing the setting and environment for leisure and health activities within constraints of resources, location and client’s needs and availability 3.2 Contribute to developing timetables that provide structure and flexibility and serve as a communication tool 3.3 Implement programs, allowing for clear staff communication, adapting to conditions and needs on day, in line with role and service requirements 3.4 Gather and organise resources required for the individual program plan 3.5 Organise off-site outings as extension of program where appropriate, according to directions 3.6 Maintain ongoing communication with those involved in the program 3.7 Identify concerns about current individual program plans and refer appropriately
4. Monitor and evaluate individual program plans	4.1 Assess progress of each individual using specified processes 4.2 Contribute to regular review of the individual program plan 4.3 Regularly document and evaluate individual program plan outcomes according to individual needs and service requirements 4.4 Clearly identify criteria for documentation and evaluation and use for review

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH003 Participate in the planning, implementation and monitoring of individual leisure and health programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked with 3 clients to:

gather and record detailed information using appropriate assessment methods

participate in the design of their programs and documented the program plans

implement the programs according to the plan or instructions

monitor and evaluate the program plans

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge 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:

theories of:

development and building in the strengths of complex needs clients

inclusion and non-discriminatory practices

segregation

integration

current documentation requirements and expectations within the profession

client assessment processes

data collection methods

different approaches to program planning and development

criteria for selecting a specific programming approach

a variety of leisure experiences including:

art

music

sport

craft

facilitation and motivational techniques

legal and safety requirements as they relate to activities and programs

risk assessment processes

sources of information to be used as resources for individual program plan development

relevant quality improvement and accreditation system principles

work health and safety (WHS) principles and practices

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and equipment or resources outlined in the plans

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH004 Participate in planning leisure and health programs for clients with complex needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to understand and work with individuals and groups with complex needs when participating in planning for leisure and health service provision.

This unit applies to workers in a range of community services contexts who provide leisure and health services.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in profiling specific client needs	1.1 Determine specific client issues, characteristics and symptoms 1.2 Identify the impact of any issues, characteristics and symptoms on participation in leisure 1.3 Determine a range of strategies and modifications that will enable the client to maximise their participation in leisure and recreation programs
2. Promote inclusion and empowerment	2.1 Follow principles of integration in recreational and leisure activities 2.2 Identify the advantages of integration in recreational and leisure activities 2.3 Identify the disadvantages of segregation in recreational and leisure activities 2.4 Identify mechanisms to empower clients with complex needs through recreational and leisure activities
3. Contribute to the plan for addressing the impact of client issues, characteristics and symptoms	3.1 Determine the recreational and leisure needs of clients with complex needs 3.2 Identify the benefits of participation in recreational and leisure activities in relation to meeting identified needs 3.3 Identify barriers to participation in recreational and leisure activities 3.4 Develop strategies for overcoming identified barriers 3.5 Involve stakeholders and significant others in planning to manage barriers to recreational and leisure activities according to client’s needs
4. Participate in the development of effective strategies for working with clients with complex needs	4.1 Examine the range of issues facing people with complex needs and the impact these issues have on their lives in relation to leisure and recreation participation 4.2 Demonstrate the use of appropriate language when working with clients with complex needs 4.3 Design strategies that are relevant to cultural and social contexts of the individual and their community 4.4 Adapt activities, programs, the environment and equipment to optimise client involvement in leisure and health programs 4.5 Document strategies for work with clients with complex needs within an individual program plan and activity plan

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH004 Participate in planning leisure and health programs for clients with complex needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

participated in planning leisure and health programs to meet the requirements of 3 clients with complex needs (of which 1 must be a person with disability)

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge 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:

a range of complex needs, including causes and symptoms associated with the condition, including:

physical

emotional

cognitive

sensory

communication

psychiatric

disadvantaged groups

theories of:

development and building in the strengths of complex needs clients

inclusion and non-discriminatory practices

segregation

integration

importance and value of empowerment

different approaches to program planning and development

respect for different expectations of client, significant others and support staff

facilitation methods for a variety of leisure and health activities

relevant quality improvement and accreditation system principles

leisure and health programs that promote well being, social justice and equity of clients with complex needs

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and equipment or resources outlined in the plan

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH005 Incorporate lifespan development and sociological concepts into leisure and health programming

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCRH406A/ CHCRH407A. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to understand how human behaviour across the lifespan development stages, and sociological concepts of health and leisure impact on leisure and health programming and client participation.

This unit applies to workers assisting in leisure and health activity programming in a range of 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the lifespan developmental stages of the client	1.1 Identify relevant aspects of human physical, social and intellectual development according to client’s lifespan development stage 1.2 Identify relationship between the lifespan development stage and the needs, interests and skills of the client 1.3. Identify behaviours of the client consistent with lifespan development stage 1.4 Identify and monitor cognitive processes of the client which may impact on development stages across the lifespan
2. Identify how the Australian social context of health might impact on client participation	2.1 Identify key social aspects of health provision in Australia and how they might impact on clients 2.2 Identify how demographic issues impact on client health 2.3 Identify health issues that impact on the provision of health services to clients
3. Identify how the Australian social context of leisure might impact on client participation	3.1 Identify the role of leisure, in a range of different contexts, as part of everyday life for clients 3.2 Identify different approaches to leisure at different stages of the life cycle and how this impacts on clients 3.3 Identify clients perceptions and attitudes towards leisure
4. Identify strategies for participation	4.1 Implement a range of motivational strategies to maximise participation 4.2 Ensure strategies are age and culturally appropriate and clearly communicated with clients 4.3 Determine if client perceptions of health, wellness, illness and disability are impacting on participation in leisure activity 4.4 Incorporate protective and inclusive practices into leisure service delivery 4.5 Recognise ‘acceptable’ and ‘unacceptable’ behaviour or responses to illness and respond in accordance with organisation guidelines

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH005 Incorporate lifespan development and sociological concepts into leisure and health programming

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCRH406A/ CHCRH407A. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assisted with the development of at least 3 leisure activity programs to cater for the needs and interests of clients with varying cognitive and functioning abilities

Knowledge 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:

meaning of terms, including:

sociology, society, social structure, socioeconomic status

culture, gender, trans-cultural

institutions, power

ways specific groups in Australia approach leisure and how these approaches are shaped by the society in which they live

factors that have had negative and positive impact on individual leisure, including:

legislation governing access for people with disabilities

changes to Australian society

the (micro) culture of the workplace and the impact of health care provision on workers and clients

the social context of health and leisure to the development of leisure activity programs

human physical, social, and intellectual development across the lifespan

perceptions of illness, disability, health and wellness and ways clients respond to illness or disability, including trans-cultural differences in the ways people respond

the experience of disability

the sociological perspective of disability to the development of leisure activity programs

definition, impacts and common perceptions of disability

human cognitive processes, including key aspects relating to:

memory

decision-making

reasoning

communicating

memory including:

procedural memory

episodic memory

semantic memory

key aspects and psychosocial needs of a person with impaired functioning or cognition, including processes associated with acquired brain injury and dementia

different models of disability and the impact on service provision for people with disabilities

strategies for facilitating integration of a client with a disability or disabilities into leisure activities

Australian health system and its impact on different groups, including:

older people

people with disabilities

people living in rural and remote areas

Aboriginal and/or Torres Strait Islander Australians

how own work context fits into the Australian health system, including:

provision of funding

accreditation and registration requirements

private versus public sector

minimum qualifications levels

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH006 Coordinate planning, implementation and monitoring of leisure and health programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCRH504B, CHCRH503B. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added.

Application

This unit describes the skills and knowledge required to undertake advanced planning, coordination implementation and evaluation of programs for the provision of activities for individuals and groups.

This unit applies to workers in a range of community services and health contexts who provide leisure and health services. Work is undertaken with minimal supervision within broad but generally well-defined guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan comprehensive assessment of a client	1.1 Select appropriate leisure and health assessment tools 1.2 Develop agency specific assessment tool when appropriate assessment tool is not already available 1.3 Coordinate the application of the assessment tool 1.4 Evaluate the effectiveness of the assessment tool and process 1.5 Critically analyse and interpret assessment results 1.6 Maintain confidentiality while assessing and documenting assessment findings and results
2. Facilitate the design of programs	2.1 Design programs using a consultative approach based on the client’s needs assessment 2.2 Ensure program designs are relevant to cultural and social contexts of individuals and their community and reflect multi-cultural perspective 2.3 Develop and document individualised leisure and health program plans from the results of the assessment 2.4 Coordinate planning and design of leisure and health programs for individuals and groups 2.5 Schedule programs using clinical judgement to establish frequency, intensity and duration of leisure and health programs 2.6 Develop motivational strategies to maximise client involvement in leisure and health programs 2.7 Develop tools and processes to monitor levels of participation in leisure and health programs 2.8 Undertake activity analysis and document activity plans
3. Coordinate the implementation of programs	3.1 Ensure required resources are planned, identified and organised according to relevant needs, interests and timeframe available 3.2 Develop setting and environment for leisure and health activities within constraints of resources, location and client’s needs and availability 3.3 Plan and develop timetables that provide structure and flexibility and serve as a communication tool 3.4 Implement programs, allowing for clear staff communication, adapting to conditions and needs on day, in line with service requirements 3.5 Organise off-site excursions as extension of program where appropriate 3.6 Maintain ongoing communication with those involved in the program 3.7 Identify and utilise facilities, materials and equipment
4. Monitor and evaluate leisure and health programs	4.1 Assess progress of each individual 4.2 Establish opportunities for regular review of program by all participants and workers 4.3 Clearly identify criteria for documentation and evaluation of leisure and health programs and use for review 4.4 Determine the appropriate range of evaluation tools and processes 4.5 Develop agency specific evaluation tools 4.6 Analyse and interpret evaluation results 4.7 Regularly document and evaluate program outcomes according to individual, role and service requirements 4.8 Use evaluation results and information to facilitate further design of programs and implement changes

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH006 Coordinate planning, implementation and monitoring of leisure and health programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCRH504B, CHCRH503B. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

critiqued at least 1 leisure and health client assessment form identifying its strengths, weaknesses and areas for improvement

managed leisure and health programs for 3 individuals and 3 groups

performed the activities outlined in the performance criteria of this unit during a period of at least 240 hours of work

Knowledge 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:

assessment processes and techniques used for leisure and health programs

professional documentation requirements in relation to health programs

the role of leisure and health programs

models of professional practice including:

social model

leisure flow

leisure ability

integrated community recreation model

community

person-centred practice

different approaches to program planning and development

criteria for selecting a specific programming approach

assessment of key variables to guide decision-making about programming approach

facilitation methods for a variety of learning experiences, including art, music, sport

up-to-date information for program development and a range of sources to access this information

relevant quality improvement and accreditation system principles

inclusion and non-discriminatory practices and associated legislation as it applies to leisure and health programs

work health and safety (WHS) principles and practices

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and equipment or resources outlined in the plan

leisure and health assessment and evaluation tools

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH008 Provide leisure education

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added.

Application

This unit describes the skills and knowledge required to assist clients to develop appreciations, interests, skills and opportunities to use leisure in personally rewarding ways.

This unit applies to workers in a range of community services and health contexts who provide leisure and health services. Work is undertaken with minimal supervision within broad but generally well-defined guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop leisure education programs based on the individual client’s needs	1.1 Determine the suitability of the client for involvement on a leisure education program 1.2 Determine the components of a leisure education program that would be of benefit to the client, using appropriate assessment tools and processes 1.3 Determine leisure education goals based on assessed needs 1.4 Develop a leisure education program incorporating the required components 1.5 Document leisure education session plans and include particular detail on content and processes
2. Conduct leisure education programs	2.1 Develop professional relationships with client, colleagues and other relevant parties 2.2 Use appropriate helping skills relevant to the client and leisure education program 2.3 Adapt the environment and equipment to maximise client participation 2.4 Use effective presentation techniques with an emphasis on encouraging participation 2.5 Encourage and assist the client to achieve documented goals 2.6 Be flexible and adapt the leisure education session plan where necessary
3. Evaluate the effectiveness of leisure education programs	3.1 Determine criteria for evaluation and review 3.2 Assess client progress against goals 3.3 Determine the effectiveness of individual education sessions and the leisure education program as a whole 3.4 Document and evaluate program outcomes according to the client’s needs 3.5 Facilitate further design of leisure education programs using results and information from evaluation

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH008 Provide leisure education

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed, planned, implemented and documented a leisure education program, including 2 session plans for at least 2 of the following purposes:

personal understanding of leisure

range of opportunities to participate

skill development

personal development

self expression

long term behaviour

attitude change

planned and implemented at least 2 programs that addressed:

self awareness in leisure

leisure attitudes and appreciation

problem solving and decision making skills

social interaction skills

leisure activity skills

performed the activities outlined in the performance criteria of this unit during a period of at least 240 hours of work

Knowledge 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:

history and philosophy of leisure education

the place of leisure education as a component of a comprehensive leisure service

the skills required of an effective helper and why they are important to the leisure education process

the purpose of leisure education, including:

personal growth

skill development and mastery

removal of barriers

increased access

health

socialisation

outcomes and benefits of leisure education, including:

personal understanding of leisure

range of opportunities to participate

skill development

personal development

self expression

long term behaviour

attitudinal change

various leisure education models

main components of a leisure education program:

self awareness in leisure

leisure attitudes and appreciation

problem solving and decision-making skills

knowledge of leisure resources

social interaction skills

leisure activity skills

leisure education processes:

leisure planning

learning skills

needs analysis

well being:

self-esteem

stress management

rehabilitation

mental health

leisure education session plans, environment and equipment and how to adapt them

a range of leisure education goals

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and equipment or resources outlined in the plan

assessment tool/s for developing leisure education programs

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH009 Apply concepts of human psychology to facilitate involvement in leisure programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Application

This unit describes skills and knowledge required to understand and apply concepts of human psychology in the development of leisure programs to facilitate satisfying involvement of clients in leisure activities.

This unit applies to workers in a range of community services and health contexts who provide leisure and health services. Work is undertaken with minimal supervision within broad but generally well-defined guidelines.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Apply the social psychology of leisure to clients	1.1 Determine how the concepts of motivation and freedom as the psychological foundations of leisure relate to a specific client group 1.2 Identify key aspects of leisure behaviour of clients 1.3 Analyse client psychological perspective and experience of leisure 1.4 Identify the potential psychological benefits of leisure for clients
2. Identify ways in which leisure activities may contribute to well being in line with lifespan	2.1 Identify key aspects of health, illness and well being influencing client 2.2 Identify factors that may be contributing to an individual’s health, well being and satisfaction in life 2.3 Identify how leisure may be related to the happiness and well being of the client 2.4 Develop strategies to use leisure activities as a means to optimise well being, taking into account developmental status, individual differences, preferences and needs of clients
3. Identify leisure and health strategies to assist in pain management	3.1 Identify client’s reactions to pain and associated methods of pain management 3.2 Identify ways in which aspects of a leisure and health program may be used to assist in pain management of clients
4. Develop plans to facilitate socially acceptable behaviour in a leisure and health context	4.1 Contribute effectively to development and implementation of a team approach to behaviour management 4.2 Determine if behaviour of clients is indicating unmet needs and develop strategies to address needs 4.3 Identify triggers that may lead to socially unacceptable behaviour of clients involved in leisure and health activities 4.4 Outline ways of preventing and managing anger and conflict of clients involved in leisure and health program 4.5 Determine how the effectiveness of behaviour management strategies will be evaluated and revised throughout the provision of leisure and health activities

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH009 Apply concepts of human psychology to facilitate involvement in leisure programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

applied the concepts of social psychology of leisure to optimise client enjoyment of 3 different leisure and health programs

Knowledge 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:

the social psychology of leisure, including:

motivation and freedom as psychological foundations of leisure

lifespan development and associated leisure behaviour

leisure as a psychological state and experience

leisure behaviour

the leisure environment

psychological benefits of leisure

aspects of human well being, including:

concepts of well being such as health and life satisfaction

the relationship between happiness and well being and the contributions of leisure across the lifespan

strategies for using leisure programs to enhance well being and contentment

using the environment to enhance well being

aspects of the nature and individual’s experience of pain, including:

the nature of pain and individual reactions

clinical, acute, and chronic pain

ways of measuring pain

approaches to pain management, including:

pharmacological control

surgical control

hypnosis

relaxation techniques

acupuncture

distraction

ways leisure and health activity programs can be used to manage pain

behaviour management in the context of providing leisure and health activities and/or programs:

team approach

range of triggers and circumstances that may lead to unacceptable behaviour

relationship between behaviour and unmet needs

behaviour management strategies and techniques

methods of evaluation

Assessment Conditions

Skills must be 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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLEG001 Work legally and ethically

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to identify and work within the legal and ethical frameworks that apply to an individual job role.

This unit applies to community services and health workers who play a proactive role in identifying and meeting their legal and ethical responsibilities.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify and respond to legal requirements	1.1 Identify, access and interpret sources of information about the legal requirements that apply to the work role 1.2 Identify the scope and nature of own legal rights and responsibilities 1.3 Adhere to legal requirements in work practice according to workplace policies and procedures and scope of role 1.4 Recognise potential or actual breaches and report according to organisation procedures
2. Identify and meet ethical responsibilities	2.1 Identify, access and interpret sources of information about the ethical responsibilities that apply to the work role 2.2 Identify the scope and nature of own ethical responsibilities 2.3 Meet ethical responsibilities according to workplace policies and protocols, and scope of role 2.4 Recognise potential ethical issues and dilemmas, and discuss with an appropriate person 2.5 Recognise own personal values and attitudes and take into account to ensure non-judgemental practice 2.6 Use effective problem solving techniques when exposed to competing value systems 2.7 Recognise unethical conduct and report to an appropriate person 2.8 Recognise potential and actual conflicts of interest and take appropriate action
3. Contribute to workplace improvements	3.1 Identify situations where work practices could be improved to meet legal and ethical responsibilities 3.2 Pro-actively share feedback with colleagues and supervisors 3.3 Identify and take opportunities to contribute to the review and development of policies and protocols

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLEG001 Work legally and ethically

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

completed workplace activities in accordance with legal and ethical requirements in at least 3 different situations

developed appropriate responses to at least 3 different legal or ethical issues relevant to the work role

identified and communicated at least 2 potential work practice improvements designed to enhance workplace responsiveness to legal and ethical requirements

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) for people working in the community services and health context, how they are applied in organisations, how these impact individual workers, and the consequences of breaches:

children in the workplace

codes of conduct

codes of practice

complaints management

continuing professional education

discrimination

dignity of risk

duty of care

human rights

Universal declaration of human rights

relationship between human needs and human rights

frameworks, approaches and instruments used in the workplace

informed consent

mandatory reporting

practice standards

practitioner/client boundaries

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and clients

industrial relations legislation relevant to employment conditions of role

specific legislation in the area of work – objectives and key components

work role boundaries – responsibilities and limitations

work health and safety

interrelationships, similarities and differences that may exist between legal and ethical frameworks

legal issues in the context of the work role:

type of legal issues that arise

ways to respond

ethical practice in the context of the work role:

type of ethical issues that arise

ways to respond

workplace policies, procedures and protocols:

how they are/should be developed

processes for review, including consultation and mechanisms for input

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:

current legislation, regulations and codes of practice

organisation policies, procedures and protocols

modelling of industry operating conditions, including presence of problem solving activities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLEG002 Interpret and use legal information

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to identify and interpret specific legislation and regulations to support client service or broader work practice. It does not include the provision of legal advice.

This unit applies in a broad range of work contexts, to individuals who assist clients with legal issues, or to those who may be required to interpret legal information for other purposes.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify legislative framework	1.1 Identify legislation that applies to the situation based on client or broader work needs 1.2 Investigate the scope and coverage of the legislation and its relevance to the situation 1.3 Correctly interpret terms and definitions in the legislation 1.4 Seek assistance or clarification from relevant personnel or experts
2. Interpret legislative provisions and regulations	2.1 Research legislation and its provisions that apply to the situation 2.2 Correctly interpret the detail of provisions within scope of own role 2.3 Extract and distil information relevant to the situation 2.4 Clearly and accurately document information
3. Use legal information	3.1 Summarise and present relevant legal information in a way that is suited to the client or other audience 3.2 Analyse how legal provisions directly link to the situation 3.3 Identify and respond to challenges presented by the situation and associated legal information 3.4 Clearly communicate options for action and possible outcomes 3.5 Identify situations where referral to legal experts is required and take action accordingly 3.6 Take action that supports achievement of the best possible outcome
4.Maintain knowledge of legal information	4.1 Identify and use opportunities to maintain knowledge of current and emerging legal information 4.2 Share updated knowledge and information with peers and colleagues 4.3 Pro-actively engage in process of review and improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLEG002 Interpret and use legal information

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

identified, interpreted and used legislation within scope of own work role to address 3 different client or work situations

Knowledge 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:

function and structure of the Australian legal system:

federal/state relationships

common law

statute law

courts and tribunals

regulatory bodies

other legal service providers

key principles that underpin the legal system:

procedural fairness

social justice

access and equity

roles and responsibilities of different people in the legal process and the limitations of different workers

key aspects of legislation and its interpretation relevant to the area of work, including:

what it is

where to find it

how it is structured

basic rules for interpreting legislation

interrelationships between pieces of legislation

definitions and terms

legislative provisions

techniques for distilling and summarising relevant information from legislation

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 current legislation and regulations relevant to area of work

modelling of industry operating conditions, including presence of problem solving activities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLEG003 Manage legal and ethical compliance

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to research information about compliance and ethical practice responsibilities, and then develop and monitor policies and procedures to meet those responsibilities.

This unit applies to people working in roles with managerial responsibility for legal and ethical compliance in small to medium sized organisations. There may or may not be a team of workers involved.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Research information required for legal compliance	1.1 Identify sources of information about compliance requirements 1.2 Evaluate own area of work and determine scope of compliance requirements 1.3 Access and interpret information relevant to area of work 1.4 1dentify risks, penalties and consequences of non compliance 1.5 Assess and act on need for specialist legal advice
2. Determine ethical responsibilities	2.1 Identify the ethical framework that applies to the work context 2.2 Incorporate scope of practice considerations as part of ethical practice 2.3 Evaluate responsibilities to workers, clients and the broader community 2.4 Model ethical behaviour in own work
3. Develop and communicate policies and procedures	3.1 Clearly articulate and document policies and procedures to support legal and ethical practice in readily accessible formats 3.2 Integrate documentation and record keeping requirements into policies and procedures 3.3 Ensure systems protect client information 3.4 Nominate the roles and responsibilities of different people in meeting requirements where multiple people are involved 3.5 Distribute policies, procedures and legal information to colleagues and peers in a timely fashion
4. Monitor compliance	4.1 Evaluate work practices for non-compliance on an ongoing basis, and implement modifications 4.2 Maintain and update required accreditations or certifications 4.3 Refer issues or breaches of ethical or legal practice to relevant people
5. Maintain knowledge of compliance requirements	5.1 Identify and use opportunities to maintain knowledge of current and emerging legal requirements and ethical issues 5.2 Share updated knowledge and information with peers and colleagues. 5.3 Pro-actively engage in process of review and improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLEG003 Manage legal and ethical compliance

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

determined the scope of legal and ethical compliance requirements and responsibilities, and developed policies and procedures for at least 1 workplace or business

developed a strategic response to at least 3 different situations where legal or ethical requirements have been breached

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. This includes knowledge of:

legal responsibilities and liabilities of managers and others in different types of organisation

legal and ethical frameworks (international, national state/territory, local), how these apply in the workplace, and the responsibilities of managers in the development and monitoring of policies and procedures, including those related to:

children in the workplace

codes of conduct

codes of practice

complaints management

continuing professional education

discrimination

dignity of risk

duty of care

human rights:

Universal declaration of human rights

relationship between human needs and human rights

frameworks, approaches and instruments used in the workplace

informed consent

mandatory reporting

practice standards

practitioner/client boundaries

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and clients

industrial relations legislation and requirements relevant to organisation

specific requirements in the area of work, including:

key practices that are prohibited by law

auditing and inspection regimes

main consequences of non-compliance

need to apply for licences and associated mandatory training and certification requirements

statutory reporting requirements

business insurances required including public liability and workers compensation

accreditation requirements

requirements to develop and implement plans, policies, codes of conduct or incorporate certain workplace practices

work role boundaries – responsibilities and limitations of different people

work health and safety

sources of information and advice on compliance including:

local, state/territory or commonwealth government departments or regulatory agencies

industry associations

plain English documentation that explains legislation

functions and operating procedures of regulatory authorities of particular relevance to the health and community service sectors

methods of receiving updated information on requirements

use of policies and procedures in managing compliance and ethical practice in both internal work practice and external service delivery

formats for policies and procedures and what they should include

techniques for monitoring compliance

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:

current legislation and regulations

workplace policies and procedures

modelling of industry operating conditions, including:

use of real or simulated organisation for which the candidate develops policies and procedures

integration of problem solving activities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLLN001 Respond to client language, literacy and numeracy needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to identify situations where client language, literacy and numeracy (LLN) skills may be impeding access to services, to adjust service delivery, and to refer appropriately to improve client outcomes.

The unit does not provide workers with the skills and knowledge to identify LLN skill levels or to actively intervene in developing a client’s LLN skills.

This unit applies to individuals who may be making individual client assessments or managing caseloads as part of their work role.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance required to demonstrate achievement of the element
1. Establish client’s LLN needs	1.1 Identify signs that the client may have LLN needs 1.2 Review the scope of LLN skill requirements needed to effectively access services 1.3 Identify gaps between the client’s LLN skills and those required to effectively access services 1.4 Determine the degree to which other issues may impact on the client
2. Determine strategies to address LLN needs	2.1 Collaborate with client to agree areas of LLN need and how to respond 2.2 Determine ways in which service delivery can take account of the client’s LLN needs 2.3 Prioritise areas for immediate or longer-term action based on scope of the client’s needs
3. Implement strategies to address LLN needs	3.1 Adjust service delivery approaches that respond to LLN need, including use of appropriate tools and communication strategies 3.2 Provide the client with accurate and current information about LLN support services 3.3 Record agreed LLN needs and the strategies used, and report in line with the client and organisation requirements 3.4 Monitor the client and provide ongoing support and encouragement where appropriate

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLLN001 Respond to client language, literacy and numeracy needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

responded to the needs of at least 3 different people with LLN needs

Knowledge 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:

indicators of LLN needs, and methods for clarifying them with the client

methods for identifying the impact of other service-related issues on the client’s LLN needs

LLN information and referral or support services for a range of LLN needs and clients

recording and reporting requirements

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLLN002 Support adult language and literacy learning

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

The unit describes the skills and knowledge required to identify language and literacy skill needs, develop strategies and resources to address those needs, and then support learners during the development of their language and literacy competence.

This unit applies to individuals such as paid or volunteer tutors, who work under the guidance of a program supervisor with language and literacy development expertise.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes of a unit of competency	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element
1. Identify learner language and literacy requirements	1.1 Confirm scope of own role and responsibilities in supporting the learner 1.2 Establish learner language and literacy level and needs using appropriate tools 1.3 Identify factors that may inhibit the development of language and literacy skills in consultation with the learner and supervisor according to need 1.4 Negotiate learning needs with learner and establish achievable learning outcomes, in consultation with supervisor
2. Plan strategies and resources	2.1 Plan learning environment, activities and teaching strategies in advance, seeking advice from supervisor or other specialists as required 2.2 Monitor learner understanding and use of language, and gather information to inform own planning 2.3 Adapt or develop resources appropriate to learner needs and context according to program requirements
3. Encourage and model spoken language	3.1 Demonstrate different styles, ranges and contexts of oral communication across appropriate aspects of communication 3.2 Use spoken language to effectively interact with learner 3.3 Scaffold learning by talking about language
4. Support learners to read and interpret texts	4.1 Determine strategies for supporting learner in interpreting texts, with supervisor where appropriate 4.2 Implement planned strategies to enhance learner abilities and address individual needs 4.3 Encourage learner to problem solve to make meaning from texts 4.4 Use a range of planned strategies to focus learner on specific literacy skills 4.5 Evaluate learning outcomes and discuss with supervisor
5. Enhance learner literacy skills through writing activities	5.1 Use appropriate terminology with learner as planned 5.2 Implement planned strategies to develop learner skills in the use of written language 5.3 Use planned strategies to develop performance features of learner writing 5.4 Evaluate learning outcomes and discuss with supervisor according to need
6. Review strategies used to enhance learner skills	6.1 Monitor learner progress against learning outcomes 6.2 Seek support and feedback from supervisor 6.3 Review and adjust strategies based monitoring and feedback in consultation with supervisor

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLLN002 Support adult language and literacy learning

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

supported the development of reading, writing and oral communication skills for at least 3 different adult learners

used the following communication and learning strategies:

active listening and questioning

modelling oral communication

scaffolded learning

assisting learners to problem solve

Knowledge 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:

roles and responsibilities of those providing language and literacy support and of their supervisors

requirements of the support program, including administrative and confidentiality requirements

definition of texts and range of texts that learners need to interpret

key concepts of the Australian Core Skills Framework (ACSF), including:

the five core skills

spiky profiles: varying levels of performance in each core skill

factors that may influence performance

language and literacy concepts and terminology relevant to learner needs and context

relationships between spoken language and literacy

factors that inhibit literacy skills development

basic communication and learning strategies, including techniques that:

model talk to support learner comprehension

scaffold learning and assist learners to problem solve

tools to evaluate learning outcomes, including the ACSF

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:

established literacy support programs and resources

texts for reading

modelling of industry operating conditions, including:

provision of services to adults needing language and literacy support

interaction with supervisor

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLLN003 Support adult numeracy learning

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

The unit describes the skills and knowledge required to identify numeracy skill needs, develop strategies and resources to reinforce number, measurement, estimation and problem solving skills, and then support learners during various phases in the development of their numeracy competence.

This unit applies to individuals such as paid or volunteer tutors, who work under the guidance of a program supervisor with numeracy development expertise.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance required to demonstrate achievement of the element
1. Identify learner numeracy requirements	1.1 Confirm scope of own role and responsibilities in supporting the learner 1.2 Establish the learner’s numeracy level and development needs using appropriate tools 1.3 Identify factors that may inhibit the development of numeracy skills in consultation with the learner and supervisor according to need 1.4 Negotiate numeracy learning needs with learner and establish achievable learning outcomes, in consultation with supervisor
2. Plan strategies and resources to support mathematics learning for numeracy	2.1 Plan learning environments, activities and appropriate method to evaluate learning outcomes in advance with the supervisor 2.2 Monitor learner understanding and use of numeracy to inform planning of strategies and resources 2.3 Adapt or develop resources appropriate to learner needs and context according to program requirements
3. Facilitate application of mathematics skills for numeracy	3.1 Explain a variety of numeracy demands and opportunities in daily life 3.2 Demonstrate the different uses and functions of mathematics using activities and examples 3.3 Develop numerate understandings appropriate to learners’ culture, age, abilities, interests and needs 3.4 Use examples and activities to highlight and explain applications of mathematics skills and knowledge for numeracy to scaffold learning 3.5 Use strategies to model use of mathematics skills relevant to specific learners
4. Support learners to develop mathematics skills for numerate understanding	4.1 Determine strategies for supporting learners in the application of mathematics skills for numeracy, seeking advice from supervisor or other specialist as needed 4.2 Implement planned strategies to enhance the abilities of learners and address their individual needs 4.3 Encourage learners to problem solve using mathematics knowledge and skills in everyday life contexts 4.4 Use the language of numeracy at the appropriate level to focus learners on specific mathematics skills and knowledge 4.5 Evaluate learning outcomes and discuss with supervisor according to need
5. Provide structured activities to further develop learners’ mathematics skills and knowledge	5.1 Plan strategies with supervisor where appropriate, including accurate mathematics terminology and concepts to support learning 5.2 Implement strategies that develop learner skills in using mathematics for numeracy understanding across appropriate aspects of communication 5.3 Encourage learners to improve mental computation and calculation skills using strategies appropriate to individual learners 5.4 Ensure learners check for reasonableness of solutions when calculating and measuring, using a range of strategies and tools 5.5 Encourage learners and build their confidence to attempt problem solving that requires the use of mathematics skills and knowledge
6. Review strategies used to enhance learner skills	6.1 Monitor learner progress against learning outcomes 6.2 Seek support and feedback from supervisor 6.3 Review and adjust strategies based monitoring and feedback in consultation with supervisor

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLLN003 Support adult numeracy learning

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

supported the development of numeracy skills for at least 3 different adult learners

used the following communication and learning strategies:

used active listening and questioning

scaffolding of learning

assisting learners to problem solve

Knowledge 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:

roles and responsibilities of those providing numeracy support and of their supervisors

key concepts of the Australian Core Skills Framework (ACSF), including:

the five core skills

spiky profiles: varying levels of performance in each core skill

factors that may influence performance

mathematical concepts, operations and terminology relevant to learner needs and context

factors that inhibit numeracy skills development

requirements of the support program, including administrative and confidentiality requirements

basic communication and learning strategies, including techniques that:

encourage critical thinking about mathematics and its use as a learning tool

scaffold learning and assist learners to problem solve

tools to evaluate learning outcomes, including the ACSF

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 established numeracy support programs and resources

modelling of industry operating conditions, including:

provision of services to adults needing numeracy support

interaction with supervisor

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT001 Develop, implement and review quality framework

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCORG423C and CHCORG619D. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to develop, implement and monitor a framework for ongoing quality service delivery that supports the rights and interests of clients.

The unit applies to a range of leadership roles in health and community services workplaces.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Develop a framework for quality service delivery	1.1 Establish quality service standards through consultation with stakeholders and benchmarking against industry standards or existing quality frameworks 1.2 Develop strategies to ensure procedures deliver high quality services that support good practice standards and the rights and interests of clients 1.3 Identify organisation barriers or issues that impact on delivery of high quality service and develop strategies to address them 1.4 Identify opportunities for continuous improvement and incorporate them into operational plans 1.5 Define and implement continuous improvement processes to monitor and ensure quality client service delivery 1.6 Plan and ensure the involvement of all parties in quality improvement processes
2. Monitor and review service delivery against quality framework	2.1 Use a range of appropriate processes to monitor and review quality of service outcomes for clients and the community 2.2 Monitor and review strategies for addressing barriers and issues relating to quality 2.3 Regularly update service delivery procedures to reflect good practice and to respond to changing legislative requirements and client needs 2.4 Identify need and opportunities for staff to develop the necessary competencies to meet changing service delivery requirements 2.5 Establish and use feedback mechanisms to involve all users of the service and other relevant parties in the review process 2.6 Investigate and document the effects of services on all clients 2.7 Identify differences between stakeholder expectations and service delivery objectives 2.8 Establish mechanisms to provide clients and stakeholders with information about review results
3. Plan and implement revised strategies to improve outcomes	3.1 Use review findings to identify threats to quality 3.2 Respond to and investigate complaints and use as feedback to improve outcomes 3.3 Design and implement a plan with immediate and long term goals to develop and improve the quality of service in consultation with stakeholders 3.4 Provide information to relevant parties about the plan and the processes to be used
4. Ensure the continuous improvement of service standards	4.1 Ensure that revised service standards incorporate stakeholder expectations and available resources 4.2 Regularly communicate service standards and good practice to all stakeholders 4.3 Establish procedures to check that appropriate practice is carried out 4.4 Regularly promote, model and demonstrate good practice to all workers 4.5 Regularly discuss issues with workers and incorporate necessary changes into strategies for continuous improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT001 Develop, implement and review quality framework

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCORG423C and CHCORG619D. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed and implemented a quality framework for the delivery of at least 1 service or program

conducted at least 1 review of service delivery that identified barriers to quality and provided recommendations for improvement

established a continuous improvement plan for at least 1 service or program

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations and how these are applied in organisations, including:

discrimination

work health and safety

privacy, confidentiality and disclosure

access and equity

rights and responsibilities of clients

complaints

service and industry guidelines and standards

principles of holistic and person-centred support, and where to access good practice information relevant to the industry sector

benchmarking

best practice and good practice

quality assurance processes relevant to service type

existing state and national quality frameworks relevant to service

importance of principles and practices to enhance sustainability in the workplace, including environmental, economic, workforce and social sustainability

vision statements, philosophical statements of organisation

needs of clients

impact of own attitudes to client groups on service delivery and strategies to improve own professional practice

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT002 Manage partnership agreements with service providers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to establish and monitor formal agreements and partnerships with specialist support providers to meet client needs.

This unit applies to a range of leadership roles in health and community services workplaces.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Investigate partnership opportunities	1.1 Determine partnership requirements according to organisation needs analysis and strategic directions 1.2 Gather, research and analyse information on potential partners 1.3 Build relationships and rapport with potential partners
2. Negotiate partnership agreement terms and conditions	2.1 Maintain partnership focus and protect client’s interests throughout discussions and negotiations 2.2 Clearly define roles and responsibilities of each party, including level and type of service provision 2.3 Identify and address confidentiality and privacy issues 2.4 Determine communication, dispute resolution, meeting, decision making and reporting processes 2.5 Formalise and sign partnership agreement
3. Implement partnership agreement	3.1 Schedule and contribute to regular meetings with partners in accordance with role 3.2 Consult clients at all stages of implementation and ensure rights are upheld 3.3 Implement dispute resolution processes if required 3.4 Ensure all reporting requirements are met in accordance with organisation procedures and partnership agreement
4. Evaluate partnership agreements	4.1 Develop criteria for evaluation of partnership 4.2 Collect and include stakeholder feedback in the evaluation process 4.3 Measure performance against agreed criteria 4.4 Amend partnership agreements and re-negotiate with partner organisation where appropriate

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT002 Manage partnership agreements with service providers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

established and maintained at least 1 partnership agreement for service provision

conducted at least 1 partnership agreement evaluation

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

types and levels of partnerships and collaborations

partnership cycles and processes

partnership roles

funding and accountability guidelines

referral networks

legal and ethical considerations relevant to partnerships and how they are applied in organisation, including:

privacy, confidentiality and disclosure

duty of care

human rights

rights and responsibilities of workers, employers, clients and service providers

community needs and key issues for clients and/or community

relationship between service providers

negotiation and influencing strategies

conflict management principles and practices

relationship building techniques

information sharing benefits and risks

intellectual property

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 partnership agreements with service providers

modelling of industry operating conditions, including scenarios that involve forming partnerships and dealing with contingencies

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT003 Lead the work team

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to undertake supervisory and coordinating activities in work groups in health and community service organisations.

Workers at this level are team leaders or managers responsible for coordinating and monitoring the activities and performance of work teams and other service providers.

This unit applies to a range of leadership roles in health and community services workplaces.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Contribute to and promote effective work practices	1.1 Develop and implement plans to meet the day to day activities of the work group 1.2 Develop and implement strategies in consultation with appropriate people to maximise work performance and outcomes 1.3 Identify planning problems, barriers and constraints and develop and implement strategies to address them
2. Develop and implement staffing processes	2.1 Maintain confidentiality in relation to staff processes in accordance with organisation policies and procedures 2.2 Identify staffing and resourcing needs and develop plans to address them 2.3 Participate in recruitment processes 2.4 Implement effective induction and ongoing support for new and existing staff 2.5 Provide instruction and additional support as required to promote quality worker and client outcomes 2.6 Encourage and facilitate staff access to training and development to enable the achievement of workplace outcomes and personal goals 2.7 Collaborate with other service providers as needed to meet service and referral needs
3. Maintain professional approach to leading work team	3.1 Reflect on own practice and pro-actively update knowledge and skills 3.2 Align own leadership practice with the values, ethical guidelines, policies and procedures of the organisation 3.3 Take reasonable steps to ensure that personal or social contact does not adversely affect ability to lead the team
4. Promote effective workplace relations	4.1 Implement collaborative processes and practices that promote cooperative work practices and maintain positive relationships with staff and management 4.2 Model and promote effective communication in the workplace, including open discussion and active listening 4.3 Identify potential and actual conflict situations and develop and implement appropriate strategies to prevent or address them 4.4 Throughout conflict resolution processes, ensure access to appropriate support, mediation and debriefing for parties within organisation guidelines 4.5 Resolve problems or issues which may disrupt work unit activities
5. Evaluate plans	5.1 Meet regularly with those involved to discuss and evaluate the effectiveness of plans and practices in meeting the goals and needs of the organisation 5.2 Identify areas for improvement 5.3 Revise plans and practices to ensure continued improvement 5.4 Document and report work outcomes in accordance with organisational procedures
6. Review individual performance	6.1 Implement and document performance management processes in accordance with role and organisation procedures 6.2 Work collaboratively with the individual to agree on performance improvement and development plans and document in accordance with organisation policies 6.3 Monitor and evaluate performance and provide feedback on a ongoing and regular basis 6.4 Identify poor performance and take necessary actions in accordance with role and organisation procedures 6.5 Monitor and coach individuals to improve performance 6.6 Identify and provide additional support or referral when required, in accordance with role and organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT003 Lead the work team

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed at least 1 plan for a team or group of individuals, including:

effective procedures to maximise staff work performance

strategies for collaboration and cooperative work practices

strategies for work performance and outcomes

identification of barriers and constraints and development of strategies to address them

facilitated at least 2 group meetings or discussions to:

delegate work team activities

develop and evaluate work goals

identified at least 1 issue causing disruption to work team activities and:

facilitated at least 1 meeting or discussion with those involved

developed and implemented strategies to resolve issue

reviewed the performance of and coached at least 1 individual

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

organisation mission, philosophy

organisation structure and communication protocols

group facilitation processes, including technique for facilitating group discussions and meetings

leadership styles and their application in supporting the organisation’s mission, objectives and values

coaching principles and techniques

difference between coaching and mentoring

performance management sources of information on best practice work techniques relevant to the industry sector

rostering and timetabling

sources of conflict and stress and techniques to address and manage them

referral networks

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT004 Secure and manage funding

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit.

Application

This unit describes the skills and knowledge required to secure and manage funding for an organisation, program or project.

Workers may be responsible for determining the amount of funding required, identifying funding sources, developing funding proposals and managing ongoing compliance with funding agreements. This role would typically be undertaken by a senior worker or manager.

This unit applies to a range of health and community service contexts and relates to both government and non-government funding and tenders.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Identify funding requirements and context	1.1 Identify scope and purpose of funding 1.2 Calculate funding requirements, including budget, current funding arrangements and future projections 1.3 Identify potential avenues and sources of funding 1.4 Research and gather information on all potential funding avenues and sources 1.5 Determine if funding requirements are feasible and sustainable
2. Develop a funding submission	2.1 Determine funding source requirements 2.2 Prepare funding submission in accordance with funding source requirements 2.3 Determine optimum method of presenting proposal to identified funding sources 2.4 Seek legal, taxation and regulatory advice when required and ensure submission is checked by appropriate persons to ensure it meets compliance requirements 2.5 Establish how deliverables and outcomes will be evaluated and measured
3. Present proposal and negotiate with funding sources	3.1 Present proposal to funding sources using appropriate presentation methods and techniques 3.2 Negotiate with funding source representatives to clarify terms and conditions of funding agreement 3.3 Evaluate submission to identify strengths and weaknesses to inform subsequent submissions
4.Manage funding agreement	4.1 Finalise funding agreement documentation and circulate to all parties 4.2 Establish procedures to monitor ongoing compliance and reporting requirements in accordance with funding agreement 4.3 Maintain ongoing relations with funding source to ensure mutual satisfaction with funding arrangement
5.Evaluate funding agreement	5.1 Evaluate project outcomes against predetermined measures 5.2 Identify lessons learned and opportunities for continuous improvement 5.3 Identify opportunities for future funding arrangements as appropriate

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT004 Secure and manage funding

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

identified at least 3 potential sources of funding

determined the feasibility and sustainability of 3 sources of funding

developed 1 funding proposals in accordance with funding source requirements

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

funding environment

organisation funding strategy

government tender processes

private and corporate grants and funding

compliance issues

appropriate sources and avenues for funding

types of funding, including:

ongoing

one-off

in kind contributions

co-payments

channels where funding and grant opportunities are publicised

funding issues and challenges

relationship between funding and strategic direction or organisation

feasibility and sustainability principles

budgets and budget pitfalls

negotiation techniques

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 access to funding information, documentation, technology

modelling of industry operation conditions

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT005 Facilitate workplace debriefing and support processes

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to monitor and support workers. This includes implementing support processes to manage stress and emotional wellbeing of self or colleagues working in varied health and community service contexts. It also involves facilitating structured debriefing sessions to colleagues following incidents with the potential to impact on health and wellbeing.

This unit applies to leadership or management roles where the individual provides peer to peer support to colleagues and refers to specialised support services in line with organisation guidelines as required.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Monitor welfare of colleagues	1.1 Monitor stress and emotional wellbeing of colleagues, and where issues arise, take appropriate action in accordance with organisation standards and procedures 1.2 Use practices that acknowledge and accept differences and accurately identify diverse needs of colleagues 1.3 Identify required professional and personal performance standards and use to monitor stress and emotional wellbeing 1.4 Regularly use self assessment and reflective behaviour strategies to monitor performance 1.5 Regularly seek formal and informal performance feedback and act upon it as appropriate 1.6 Plan appropriately to identify current and potential areas of need within organisation and develop proposals to support these areas
2. Conduct structured debriefings following an incident	2.1 Plan, prepare and conduct debriefing in line with organisation standards and procedures 2.2 Schedule debriefing as soon as possible following the incident 2.3 Conduct debriefing in a safe environment and in a manner that facilitates open discussion 2.4 Use appropriate debriefing techniques to encourage further exploration of emotions and experiences to assist in reflection on issues 2.5 Use appropriate questioning to encourage colleagues to explore and acknowledge their concerns 2.6 Identify indicators of risk to self or others and respond according to the degree and nature of the risk 2.7 Document and report outcomes of debriefings in accordance with organisation standards and procedures 2.8 Identify and promptly respond to colleagues needing additional support and refer in accordance with organisation guidelines

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT005 Facilitate workplace debriefing and support processes

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided ongoing support to least 2 different workers to address and monitor stress and emotional wellbeing

facilitated at least 1 structured debriefing following an incident involving stress and identified colleagues requiring additional support and referred in accordance with organisation guidelines

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

organisation policies, procedures and resources relating to debriefing and crisis procedures

dispute resolution policies and procedures

legal and ethical considerations

debriefing techniques:

best practice interventions

crisis intervention

structured debriefing

internal and external referral sources

indicators of significant issues being experienced by the worker and ways to respond

impact of:

excessive stress

burn out

grief and loss

violent or threatening behaviour

stress management

internal and external support options and employee assistance programs

specific limitations of work role, responsibility and professional abilities

professional boundaries

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 workplace policies and procedures

modelling of industry operating conditions, including group facilitation

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT006 Coordinate client directed services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to coordinate and monitor the implementation of services to clients.

Workers at this level are team leaders responsible for consulting with clients to obtain agreement regarding service options and coordinating all aspects of service provision.

This unit applies to a range of health and community service environments providing client directed care and support.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Prepare for client meeting	1.1 Ensure reference and promotional material is updated on a regular basis to support the communication process 1.2 Access client information to determine service options and availability 1.3 Prepare promotional material and/or written service proposal for presentation to client
2. Discuss service options with client	2.1 Discuss client preferences, needs, expectations and previous experiences regarding service provision 2.2 Present to client accurate information on support options and a proposal for service provision which is tailored to client’s specific needs and preferences 2.3 Promote benefits of organisation to client and respond to queries in an accurate and positive manner 2.4 Develop and present a financial plan covering service fees and costs tailored to the client’s preferences and budget 2.5 Ensure that complaints and feedback avenues are explained to the client 2.6 Determine and discuss follow up requirements 2.7 Negotiate the service agreement and complete in accordance with client requirements, organisation procedures and code of ethics
3. Communicate with support staff and other service providers	3.1 Communicate and agree on service requirements with support staff and other service providers to support efficient service implementation 3.2 Ensure that service plans reflect identified goals and needs to achieve the required outcomes 3.3 Maintain, evaluate and review service plans against requirements on a regular planned basis 3.4 Collaborate with all stakeholders to determine future requirements to meet changing needs or preferences of clients 3.5 Ensure that changes to service provision are agreed and authorised by all relevant parties
4. Manage ongoing requirements of client load	4.1 Develop and implement strategies to retain clients and build loyalty 4.2 Obtain and act on feedback from clients regarding satisfaction with all aspects of service provision 4.3 Obtain and act on feedback from service providers on progress of clients 4.4 Use feedback to evaluate service provision and make recommendations to organisation 4.5 Identify opportunities for continuous improvement and implement in accordance with organisation procedures and boundaries of role 4.6 Meet statutory and organisation documenting and reporting requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT006 Coordinate client directed services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

presented proposals for service provision to at least 3 clients with different needs

completed a formal service agreement with at least 3 clients

facilitated at least 1 meeting with support staff to communicate service requirements for 3 clients

negotiated at least 1 service plan with an external service provider

obtained feedback from 3 clients of their satisfaction with service provision and revised service provision to meet changing needs

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for coordinating client directed services and how these are applied in organisations, including:

human rights

codes of conduct

informed consent

legal and organisation complaints procedures

organisation mission and philosophy

organisation structure and communication protocols

ethics in sales, marketing, advertising

theories and practice on collaborative consultation and decision making

service delivery theories, strategies and approaches:

rights based practice

person centred practice

client directed care

empowerment and disempowerment

re-enablement

strengths-based practice

self-advocacy

support packaging

service provision options

links and partnerships with other service providers

marketing, retention and loyalty techniques and practices

conflict resolution

negotiation techniques

feedback and organisation and statutory complaints mechanisms

continuous improvement

budgets

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:

service promotional material

service provision proposals

service provision agreements and/or plans

modelling of industry operating conditions, including:

scenarios that involve presenting to, and negotiating with, real people

scenarios that involve client feedback

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT007 Work effectively with the Board of an organisation

Modification History

Release	Modification History
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit

Application

This unit covers the skills required to work effectively with the Board or committee of an organisation or facility.

This unit applies to senior workers in a range of sectors and settings who are required to work with and provide information to Board or committee members.

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.

Unit Sector

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element.
1. Plan for working with Board	1.1 Differentiate and document the member, governance and management issues of the organisation in the organisation's governance policy guidelines 1.2 Identify and document the relationships between governance issues and management issues 1.3 Identify and document roles, responsibilities and procedures for Board members
2. Facilitate the development of Board	2.1 Communicate the organisation’s governance policy to new Directors 2.2 Inform Directors of continuing professional development opportunities 2.3 Monitor relevant aspects of the appropriate federal, state and local legislation and by-laws for organisation compliance and provide advice to ensure Directors follow legal requirements when carrying out Board duties 2.4 Communicate with Board members when their input and assistance is needed to contribute to organisational outcomes
3. Provide detailed information for the Board	3.1 Prepare a structured Board paper containing an agenda and all necessary information and recommendations 3.2 Provide Board members with the papers in sufficient time to study them before the meeting 3.3 Communicate emerging issues in the industry that are likely to have an impact on the organisation's business and strategic plan 3.4 Evaluate the identified emerging issues within a risk management and due diligence framework for their impact on the organisation and communicate this information to the Board 3.5 Differentiate governance and management issues and agree with the Board 3.6 Communicate organisational progress in relation to business and strategic plans as well as areas of concern 3.7 Provide recommendations for future actions and directions 3.8 Agree on future actions, directions, timeframes and responsibilities and document decisions 3.9 Ensure complete and accurate minutes are recorded and reported to the Board
4. Ensure regular communication with the Board	4.1 Implement actions and communicate outcomes as per documented decisions and in accordance with policies and procedures 4.2 Provide information and advice regularly to the Board to foster ongoing informed decision-making 4.3 Brief the Chairperson in detail on all key issues at all times 4.4 Seek feedback from the Board in relation to performance

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT007 Work effectively with the Board of an organisation

Modification History

Release	Modification History
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

•	developed a Governance Policy for at least one organisation

•	prepared Board Papers that included:

o	progress against the organisation’s strategic plan and/or business plan

o	information and recommendations for at least 2 governance issues and 2 management issues

•	participated in a Board meeting, including:

o	communicating concerns and recommendations for at least 2 issues

o	obtaining a decision on future directions for at least 2 issues

o	recording minutes

Knowledge 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 the task and manage contingencies in the context of the work role. This includes knowledge of:

•	different types of Boards

•	purpose, structure and requirements of business plan and strategic plans

•	legal framework under which the organisation operates and the Memorandum and/or Articles of Association of the organisation

•	roles and responsibilities of particular functions on the Board

•	role policies and procedures play in the effective running of an organisation

•	separation of the governance (Board) and management (Chief Executive Officer) functions of the organisation and how the management issues are effectively functions of the Board that are delegated to the Chief Executive Officer (CEO)

•	human resource management practices as they relate to the development of effective working relationships between paid staff and volunteer and/or paid Boards

•	organisation's governance policy guidelines including policies and procedures in:

o	role of Board

o	Board structure

o	role of individual Directors

o	role of Chairperson

o	role of Company Secretary

o	role of Chief Executive Officer (CEO)

o	Board meetings

o	Board meeting agenda

o	Board papers

o	Board minutes

o	the Board calendar

o	delegation of authority

o	monitoring

o	strategy formulation

o	service and advice

o	contacts

o	Chief Executive Officer (CEO) evaluation

o	Director protection

o	Board evaluation

o	Director development

o	Director selection and induction

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS001 Work with people with mental health issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCMH301C/CHCMH411A. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Application

This unit describes the skills and knowledge required to establish relationships, clarify needs, and then work collaboratively with people who are living with mental health issues.

This unit applies to support workers in contexts outside the mental health sector, but who come into contact with people with mental health issues. The services and support provided are not mental health specific.

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

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish respectful relationships with people with mental health issues	1.1 Communicate in a way that develops and maintains respect, hope, trust and self-direction 1.2 Work in a way that reflects and prioritises the person’s right to self define and direct their own recovery 1.3 Recognise and respect the person’s social, cultural and spiritual differences 1.4 Support the person to understand and exercise their rights 1.5 Maintain confidentiality and privacy of the person within organisation policy and protocols
2. Determine the needs of people with mental health issues	2.1 Gather and interpret information about the person’s needs from the person and other agreed sources 2.2 Identify and discuss with the person services and strategies that support empowerment and recovery 2.3 Support the person to express their own identity and preferences and avoid imposing own values and attitudes 2.4 Identify duty of care and dignity of risk considerations in collaboration with the person
3. Work with people with mental health issues to meet aspirations and needs	3.1 Provide support that facilitates progress towards the person’s goals in collaboration with the person and their care network 3.2 Work in ways that uphold the person’s rights 3.3 Adapt service delivery within organisation policies and procedures to meet the person’s specific needs and requirements 3.4 Document interactions and services according to organisation policy and procedures 3.5 Respond promptly and supportively to people experiencing distress or crisis 3.6 Work within the limits of own knowledge, abilities and work role and make referrals to other services as indicated by the person’s needs

Foundation Skills

The Foundation Skills describe those required skills (employability skills, language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS001 Work with people with mental health issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCMH301C/CHCMH411A. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked with at least 3 people with mental health issues in ways that support individual empowerment and recovery through:

use of communication techniques

provision and adaptation of services to meet particular needs

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) when working with people with mental health issues, and how these are applied in organisations and individual practice:

children in the workplace

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and individuals

specific mental health legislation – impact on individual workers and consequences of breaches

work role boundaries – responsibilities and limitations

work health and safety

values and principles of the mental health sector, including:

recovery

recovery oriented practice

health promotion and prevention

holistic approach

empowerment/disempowerment

access and equity

early intervention

rights

social justice and inclusion

citizenship

different contexts of mental health work, including:

historical context, changing attitudes to mental health and approaches to working with people with mental health issues

social context. changing societal views of mental health and approaches to working with people

political context, government policies and initiatives affecting the mental health sector

economic context, the current economic situation as it relates to and affects the mental health sector and the subsequent impact on people

impact of own attitudes on working with people with mental health issues

key issues facing people with mental health illnesses, including impact of prejudice and discrimination

myths and facts about mental illness

types of mental illness

existing services to address a person’s needs and rights

appropriate responses to changes in mental health, mental distress and crisis

circumstances in which referral to a health or other professional is appropriate

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS002 Establish self-directed recovery relationships

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to promote the principles of recovery oriented practice, and to establish and confirm self-directed recovery relationships with people with mental illness.

This unit applies to work with people living with a mental illness in a range of community services work 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Promote principles of recovery and recovery oriented practice	1.1 Acknowledge and respect the person as the author, definer and director of their own recovery and recovery journey 1.2 Work in ways that inspire hope for the future, belief in recovery by investing in the person and the relationship and increasing support for the person in their community of choice 1.3 Identify and take into account personal values and attitudes regarding recovery, mental health and illness when planning and implementing all work activities 1.4 Demonstrate consideration and respect for the important contribution of the person’s other relationships, life events, culture and activities to the recovery process
2. Establish the context for a self-directed recovery relationship	2.1 Establish and maintain a safe, positive working relationship and environment 2.2 Identify and address the power dynamics impacting on the relationship 2.3 Build a working relationship based on shared understandings using effective communication strategies 2.4 Interact with the person showing warmth, openness, care and authenticity 2.5 Discuss, clarify and use in all communications the person’s preferred language, understandings, analogies and concepts about their experience 2.6 Adjust communication strategies to meet cultural preferences 2.7 Clarify role expectations and define appropriate relationship guidelines
3. Invite information sharing	3.1 Invite the person to tell their story 3.2 Respond appropriately to clarify aspects of the story and the persons’ understanding of their experience 3.3 Respond to the person in a manner that reflects appreciation of their situation and fosters respect, rights, promotion of dignity, hope and belief in their recovery 3.4 Recognise impacts of mental illness and a mental health diagnosis on the person's life and sense of self 3.5 Establish eligibility and priority for service and refer appropriately if required 3.6 Work within the context of the person’s experiences, understandings and meanings to build a shared understanding of their needs
4. Define and confirm the collaborative relationship	4.1 Share information about the organisation and programs, services and support available 4.2 Facilitate an exchange of definitions and understandings of recovery and recovery oriented practice and develop a shared understanding 4.3 Share and exchange other information required to establish a recovery oriented collaboration 4.4 Work with the person to determine their readiness and desire to self-advocate and participate in the service 4.5 Work collaboratively with the person to agree on the type and nature of services or support to be offered and decide the way the relationship will operate 4.6 Establish agreement with the person on roles and responsibilities for both the person and the worker, and document in accordance with organisation procedures 4.7 Clarify and document any other accountability requirements including program, funding or legislative requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS002 Establish self-directed recovery relationships

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

established and maintained self-directed recovery relationships with at least 3 people with mental illness

performed the activities outlined in the performance criteria of this unit during a period of at least 80 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory and local) for mental health work, and how these are applied in organisations and individual practice:

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and individuals accessing the service

specific mental health legislation and its impact on individual workers

work role boundaries – responsibilities and limitations

work health and safety

values and principles of the mental health sector, including:

recovery

recovery oriented practice

health promotion and prevention

holistic approach

empowerment/disempowerment

access and equity

early intervention

rights

social justice and inclusion

citizenship

historical, current and emerging models of understanding mental illness in Australia and internationally

evidence base for recovery including research and personal recovery experience

programs, services and supports available to people with mental illness

strength based approaches

reflective practice and its role in underpinning ongoing learning, growth and good practice

techniques for communication and motivational interviewing/counselling, including:

active listening

attending skills, use of body language, non-verbal communication

paraphrasing

reflecting feelings

open and closed questioning or probing

summarising

reframing

exploring options

normalising statements

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. 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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS003 Provide recovery oriented mental health services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to work collaboratively in providing services to implement a range of strategies as part of recovery oriented service provision for people with mental illness.

This unit applies to work with people living with mental illness in a range of community services work 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Share and collect information to collaboratively inform the plan for recovery	1.1 Work in a recovery oriented framework that respects the person’s experience, culture and unique recovery journey and the agreed recovery alliance relationship 1.2 Use a collaborative approach to discuss and determine information to be collected and sources of information to be accessed 1.3 Explain any organisation or program requirements including the commitment to access and equity, and limits to confidentiality 1.4 Obtain consent from the person according to organisation policy and procedure 1.5 Gather and document information from the person and other agreed sources to explore and clarify the person’s preferences, meanings and needs 1.6 Apply best practice principles, if formal assessment is to be conducted, and work within organisation policy and procedures relating to assessment protocols 1.7 Together identify the range and potential effects of social and other barriers that are impacting on the person
2. Facilitate collaborative planning process for recovery	2.1 Work collaboratively to develop a plan for recovery and transition based on the person’s choices, preferences, values, needs and goals and discuss different planning options and tools 2.2 Facilitate planning sessions using effective communication strategies in a manner that respects the person as their own expert, fosters their strengths and supports them as the driver of their recovery journey 2.3 Discuss and confirm the person’s choices for personal wellness, development of self-efficacy, cultural requirements, values, meanings and purpose in life 2.4 Work collaboratively with the person to identify strategies and priorities to achieve goals including self-advocacy strategies and transition beyond the service 2.5 Identify possible barriers or risks with the person and the strategies and/or other people who can assist in responding to or overcoming these challenges 2.6 Develop and document personal wellness plan, risk plans or other plans to meet the person’s priorities, as appropriate 2.7 Work collaboratively with the person to identify and balance duty of care and dignity of risk considerations whilst promoting independence from service 2.8 Identify and document the person’s and worker’s roles and timelines for action
3. Collaboratively implement plan for recovery	3.1 Discuss with the person their interest and readiness to initiate their plan for recovery 3.2 Undertake service actions as agreed in the plan in a timely manner 3.3 Facilitate access to information, resources and education about opportunities and service options relevant to the persons aspirations 3.4 Support person’s decision making and self-advocacy 3.5 Support person’s positive risk taking and resilience building 3.6 Maintain regular contact with the person, and be available to offer support and follow up on actions 3.7 Maintain records and progress notes in collaboration with the person
4. Develop and maintain effective working relationships with care support network	4.1 Determine with the person who else they choose to involve in their recovery process and the roles they want them to play 4.2 Obtain consent specifying what information can be shared with specific members of their care network and the circumstances in which the information can be released 4.3 Identify the information and support needs of family, carer/s and friends 4.4 Establish rapport and build an effective working relationship with relevant members of the care network 4.5 Provide and communicate information so that it is readily understood by members of the care network 4.6 Work from a strength based approach and communicate in a manner that respects the rights, dignity, choices and confidentiality of the person with the mental health condition while facilitating the care network to support the person 4.7 Facilitate support, training or services to family, carer/s and friends based on identified needs
5. Support person during challenges	5.1 Respond proactively to potential obstacles, challenges and barriers that arise, working with the person to identify ways to proceed and to reduce the likelihood of occurrence 5.2 Maintain an empathic, supportive and hope inspiring approach as challenges occur seeing challenge as part of the recovery journey and sources for learning 5.3 Respond promptly, positively and supportively to person in distress or crisis and support access to required services 5.4 Respond promptly to de-escalate potential incidents or risks and promote safety
6. Collaboratively review the effectiveness of the plan and support provided	6.1 Review recovery plan and alliance regularly with person to ensure continued relevance and effectiveness 6.2 Gather feedback from the person at key milestones about the effectiveness and progress in implementing their recovery plan 6.3 Identify new directions and areas for change in the recovery plan and amend plans and transition strategies 6.4 Continue implementation and review cycle for the recovery plan until outcomes have been achieved and no further service or support is required 6.5 Gather and respond to feedback from the person on their satisfaction with the service and support provided 6.6 Reflect on work practice and feedback and identify opportunities for enhancing empowerment and improved processes

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS003 Provide recovery oriented mental health services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

collaborated with at least 3 different people with mental illness to develop, implement and review a plan for recovery using recovery orientated approaches

performed the activities outlined in the performance criteria of this unit during a period of at least 80 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory and local) for mental health work, and how these are applied in organisations and individual practice:

codes of practice

discrimination

dignity of risk

duty of care

human rights

mandatory reporting

practice standards

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and individuals accessing the service

specific mental health legislation and its impact on individual workers

work role boundaries – responsibilities and limitations

work health and safety

values and principles of the mental health sector

recovery

recovery oriented practice

health promotion and prevention

holistic approach

empowerment/disempowerment

access and equity

early intervention

rights

social justice and inclusion

citizenship

evidence base for recovery including research and personal recovery experience

types of mental illness

local and international best-practice frameworks for:

planning

assessment

implementing plan

review

strategies to:

support a person in distress or crises

de-escalate incidents of risk

historical, current and emerging models of understanding mental illness in Australia and internationally

techniques for communication and motivational interviewing/counselling, including:

active listening

attending skills, use of body language, non-verbal communication

paraphrasing

reflecting feelings

open and closed questioning or probing

summarising

reframing

exploring options

normalising statements

reflective practice and its role in underpinning ongoing learning, growth and good practice

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. 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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS004 Work collaboratively with the care network and other services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills knowledge required to work collaboratively with the care network and other potential services for a person with mental illness. This work provides a recovery oriented practice approach, involving a variety of health and community service professionals working collaboratively with the person and their care network.

This unit applies to work with people living with mental illness in a range of community services work contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standard and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and build resilience and capacity in the person’s care network and community of choice	1.1 Work collaboratively to identify the scope and membership of the person’s care network and their community of choice 1.2 Work with the person with mental illness to clarify the roles and importance of members of the care network and determine their potential to positively impact the life of the person 1.3 Work collaboratively with the person to identify the potential to expand or strengthen the care network, or increase their participation in their community of choice 1.4 Provide support, information or other actions to assist the person to uphold their rights, build resilience and capacity in their network, as required
2. Develop and maintain effective working relationships with other services and programs	2.1 Establish networks and local contacts to maximise availability of service options so a person’s needs can be holistically met 2.2 Gather and review information about local services to identify benefits and limitations of available service options and their possible contribution to the recovery process 2.3 Clarify scope of collaborative approaches and work within individual, team and multi-disciplinary work roles and structures 2.4 Establish, negotiate and document partnerships 2.5 Develop and maintain working relationships with local service providers, according to the person’s needs 2.6 Identify limits of own abilities, role or knowledge and after discussion with the person, make referrals to other services in accordance with organisation policies and available resources

3. Review and monitor services provided by other organisations and programs	3.1 Review effectiveness of referrals and services offered, in collaboration with person and other services 3.2 Identify gaps or additional services needed 3.3 Negotiate and advocate as required to ensure programs are meeting the person’s recovery goals 3.4 Work collaboratively to identify and address any difficulties the person is experiencing with other services and work with the person and service to achieve the desired outcome

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS004 Work collaboratively with the care network and other services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked collaboratively with at least 3 different people with mental illness to meet recovery goals

performed the activities outlined in the performance criteria of this unit during a period of at least 80 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory and local) for mental health work, and how these are applied in organisations and individual practice:

codes of practice

discrimination

dignity of risk

duty of care

human rights

mandatory reporting

practice standards

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and individuals accessing the service

specific mental health legislation and its impact on individual workers

work role boundaries – responsibilities and limitations

work health and safety

values and principles of the mental health sector, including:

recovery

recovery oriented practice

health promotion and prevention

holistic approach

empowerment/disempowerment

access and equity

early intervention

rights

social justice and inclusion

citizenship

roles and importance of different components of the support network, including:

natural supports

peer support

family, friends and carers

formal services

how historical, social and policy contexts of mental health services have changed and how it impacts on current service delivery

models of care coordination

basic negotiation and conflict resolution techniques

local and state services, including:

availability

appropriateness

referral protocols

reflective practice and its role in underpinning ongoing learning, growth and good practice

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. 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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS005 Provide services to people with co-existing mental health and alcohol and other drugs issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to assess capacity to support people with co-existing mental health and alcohol and other drugs issues and to work collaboratively to provide support and facilitate links to other services.

This unit applies to work with people with co-existing mental health and alcohol and other drugs (AOD) assessments in a range of community services work 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess capacity to provide support to a person with co-existing mental health and AOD issues	1.1 Recognise and respond to signs indicating that a person may have co-existing mental health and AOD issues 1.2 Identify own service provision and possible agency programs or interventions suitable for a person with dual diagnosis 1.3 Assess the impact and nature of co-existing conditions on the person, including their social, financial and legal status 1.4 Work with the person to understand their readiness, motivation, priorities and goals for recovery in relation to both their mental health and alcohol and other drug issues 1.5 Research or consult with specialist services, as needed, to gather additional specific information about the relevant AOD substances and their interactions or possible impacts on someone with mental health issues
2. Work collaboratively to provide support services to address co-existing issues	2.1 Build an effective working relationship with the person 2.2 Discuss with the person their existing services and supports, and their perspective on collaboration or coordination across services 2.3 Gather and review information on available service options and approaches with the person 2.4 Support person to make informed decisions about approaches, including resources and services 2.5 Develop and document a plan with the person that reflects choices made 2.6 Work collaboratively with the person to facilitate the implementation of appropriate strategies, services and resources
3. Facilitate links to further care	3.1 Identify issues that are outside the scope of the service and/or the scope of the worker 3.2 Collaboratively identify appropriate service and other support options with the person 3.3 Support positive decision making to assist the person to make informed choices about recovery options 3.4 Work collaboratively with the person to determine referral options, and responsibilities and consents required 3.5 Make referrals in consultation with the person and in line with organisation protocols 3.6 Follow up and evaluate referrals to ensure they have been effective
4. Collaborate with the person to minimise risk	4.1 Work collaboratively with the person to proactively identify potential risks to safety of person, workers and others 4.2 Prevent risks by identifying triggers, strategies to manage risks and contingency options 4.3 Use evidence based de-escalation techniques, conflict resolution and negotiation skills to manage conflict 4.4 Identify emergency situations and seek immediate assistance 4.5 Comply with laws, relevant ethical guidelines and policy requirements that affect duty of care and dignity of risk
5. Review and report on support provided	5.1 Develop and maintain records of services provided, decisions made and follow up actions in collaboration with the person 5.2 Communicate relevant information to work colleagues and other people working with the person, with the persons consent 5.3 Reflect on own role in providing support and use learning to enhance future practice 5.4 Seek advice, supervision and debriefing from workplace supervisor based on identified needs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS005 Provide services to people with co-existing mental health and alcohol and other drugs issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked collaboratively to provide services to at least 3 people with co-existing mental illness and AOD issues

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

values, philosophies and service delivery models of the AOD and mental health sectors, their similarities and differences, including:

holistic and strength based approaches

recovery and recovery oriented practice

harm minimisation

power relations and dynamics, including empowerment/disempowerment, language

access, equity, rights based practice and social justice

dignity of risk

legal and ethical considerations (international, national, state/territory and local) for dealing with people with co-existing issues, and how these are applied in organisations and individual practice:

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and individuals accessing the service

specific mental health/AOD legislation and its impact on individual workers

work role boundaries – responsibilities and limitations

children in the workplace

work health and safety

safety and risk management considerations and strategies, including:

identification

prevention

minimisation strategies

evidence based de-escalation techniques, conflict resolution and negotiation skills

substances and AOD work, including:

common types of illegal and legal substances, including medications, tobacco and caffeine

harms, including common impacts of long-term use

common signs and symptoms of use, dependency and withdrawal

different models of approach, including harm minimisation and abstinence

drug tolerance

relapse prevention strategies

basic knowledge and general understanding of interactions between common types of mental health medications and other substances

interactions and risk factors between common types of mental health medications and other substances

evidence-based mental health practice including National practice standards for the mental health workforce

role and use of standard screening tools to identify co-existing mental health/AOD issues

available services and support strategies appropriate to those with co-existing issues, including those beyond AOD and mental health

techniques and processes for developing, documenting and implementing a plan of action to address co-existing issues

models of change and basic principles of motivational interviewing

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS006 Facilitate the recovery process with the person, family and carers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to work collaboratively with a person with mental illness and/or AOD issues to establish a basis for participation of family and carers in their individual recovery process and to facilitate ongoing participation in line with the person’s needs and wishes.

This unit applies to work with people with mental illness and/or AOD issues.

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

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Involve the person, carers and families in planning support during recovery	1.1 Identify benefits and issues related to family and carer participation in recovery processes 1.2 Discuss with the person appropriate involvement of family and carers 1.3 Work with the person to identify and agree on specific roles and responsibilities and accurately record in the person’s recovery plan 1.4 Consult with identified family, carers and other relevant stakeholders in line with the person’s consent 1.5 Gauge level of relevant knowledge, skill and involvement of carers and family as a basis for identifying additional support requirements 1.6 Provide information, resources, referrals and education to meet the needs of carers and families within scope of own work role 1.7 Engage with the person, family and carers to plan provision of appropriate support in line with the person’s consent 1.8 Establish a relationship with the person, family and carers within boundaries of own work role 1.9 Clarify expectations of carers and family and provide relevant additional information to support and manage realistic expectations
2. Facilitate recovery with appropriate involvement of carers and family	2.1 Involve carers and family in the person’s recovery process with consent of the person and in line with recovery plan 2.2 Maintain relationship with carers and family to identify changing carer needs and to identify support needs of carers within boundaries of own work role 2.3 Assist the person to identify ways in which their behaviour may be positively or negatively influenced by others 2.4 Assist the person to identify ways they may positively or negatively affecting family and carers
3. Monitor and review involvement of carers and family	3.1 Monitor carer and family participation in collaboration with the person to ensure ongoing effectiveness and consent of the person 3.2 Monitor any potentially negative influences on the person and bring these to the carer and family’s attention 3.3 Take action to maintain well being and safety of self, the person and other stakeholders 3.4 Complete and maintain required documentation

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS006 Facilitate the recovery process with the person, family and carers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked collaboratively to identify, plan, implement and monitor family and carer participation in the recovery processes for at least 3 different people

used effective communication with both the person, their and family/carers

reflective listening and responding

development of empathy and rapport

recognition of non-verbal triggers

negotiation and conflict resolution techniques

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory and local) regarding consumer and carer participation in planning and recovery, and how these are applied in organisations and individual practice:

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and individuals accessing the service

specific mental health legislation and its impact on individual workers

work role boundaries – responsibilities and limitations:

role of other workers

roles of family and carers

work health and safety

values and principles of the mental health sector, including:

recovery

recovery oriented practice

health promotion and prevention

holistic approach

empowerment/disempowerment

access and equity

early intervention

rights

social justice and inclusion

citizenship

principles and practices underpinning consumer and carer participation in recovery and service provision

available consumer and carer services and resources

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS007 Work effectively in trauma informed care

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to practice and contribute to the continuous improvement of trauma informed care within a service.

This unit applies to individuals working in the community services and health sectors where services are informed by the knowledge and understanding of central trauma, particularly the impact of interpersonal violence.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work from a trauma informed care perspective	1.1 Apply the key principles and practices of trauma informed care 1.2 Promote safe environments and relationships with those affected by trauma, including preventing traumatisation and re-traumatisation in the context of service use 1.3 Respond to disclosures of past and current trauma or abuse using principles of trauma informed care 1.4 Respond to behaviours and distress related to trauma using principles of trauma informed care 1.5 Assist individuals affected by trauma to identify personal resources and strengths 1.6 Recognise the coping strategies and adaptations of individuals who have experienced trauma 1.7 Identify resources and strengths within individuals who have experienced trauma
2. Utilise self-care strategies	2.1. Apply self-care strategies in managing re-traumatisation 2.2 Apply self-care strategies in managing vicarious trauma
3. Contribute to the continuous improvement of trauma informed care in services	3.1 Reflect upon own practice and work environment and identify opportunities to embed trauma informed care and practice in service delivery 3.2 Identify barriers to implementing trauma informed care and practice and refer to appropriate/senior personnel 3.3 Participate in organisation policy development on trauma informed care according to job role 3.4 Identify and participate in strategies to enhance service delivery of trauma informed care 3.5 Invite and respond to consumer feedback on trauma informed practices and service delivery

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS007 Work effectively in trauma informed care

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked from a trauma informed care perspective with at least 3 people with mental illness

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) for trauma related practice, and how these are applied in organisations and individual practice:

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and individuals accessing the service

specific legislative requirements related to trauma

work role boundaries – responsibilities and limitations

work health and safety

trauma, including:

prevalence of trauma in the general population and with service users

definitions of trauma and complex trauma and its impacts

how trauma impacts development of those affected

the dynamics of interpersonal violence and the relationship to trauma

the way individuals cope and manage the impact of trauma

the potential for and causes of re-traumatisation, in particular in accessing or receiving services

gender differences in the application of trauma informed care

common beliefs and attitudes towards people who experience interpersonal violence and how this impacts on their access to services

values and core principles and features of trauma informed care and practice, including:

understanding trauma and its impact

promoting safety in environments and relationships

ensuring cultural competence

supporting control, choice and autonomy

fostering healthy, supportive relationships

promoting the belief that recovery is possible

promoting strengths based, collaborative practices

impacts of traumatic events that occur when accessing or receiving services (including the use of compulsory treatment, seclusion and restraint)

role of triggers and 'flashback' (re-experiencing), re-victimisation and re-traumatisation

referral options and resources available to support self-advocacy

links between suicidality, self-harm and interpersonal trauma

self-care strategies for workers

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS008 Promote and facilitate self advocacy

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to encourage, support and promote self-advocacy. The promotion and facilitation of self-advocacy contributes to a person’s self-determination, empowerment and right to make informed choices in regard to all aspects of their life.

This unit applies to work with people living with mental illness in a range of community services work 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

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assist individuals or groups to identify their issues, rights and preferred options	1.1 Apply strategic questioning to clarify advocacy issues 1.2 Review and provide information on self advocacy in relation to individual or group issues 1.3 Assist individual or group to identify their own needs and rights and to determine if their rights are being infringed or not being met 1.4 Work with individuals or groups to evaluate and negotiate advocacy options 1.5 Document advocacy options according to organisation policy and procedures
2. Enable individuals to gain self-advocacy skills	2.1 Build a shared understanding about advocacy issues and choices available 2.2 Identify potential barriers and relevant strategies to overcome them 2.3 Collaboratively develop an individual’s self-advocacy strategy and arguments 2.4 Provide opportunities for practicing self-advocacy 2.5 Identify and utilise self-advocacy resources 2.6 Support individuals to document the circumstances and events relevant to the advocacy situation
3. Follow up and support individuals after self-advocacy	3.1 Follow up and reflect with the individual the self-advocacy process and outcomes 3.2 Identify further strategies and next steps according to individual’s needs 3.3 Provide additional advocacy support to individuals, when needed, to further enhance their self-advocacy efforts
4. Promote self-advocacy	4.1 Model aspects of self-advocacy through assertive communication skills 4.2 Identify and use opportunities to promote the right of individuals to self-advocate 4.3 Encourage a culture of self-advocacy and dignity of risk 4.4 Develop promotional material about self-advocacy 4.5 Raise awareness about barriers to self-advocacy

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS008 Promote and facilitate self advocacy

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

encouraged, supported and promoted self-advocacy when working with at least 3 people with mental health issues

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) for advocacy, and how these are applied in organisations and individual practice:

discrimination

dignity of risk

duty of care

human rights

mandatory reporting

practice standards

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and individuals accessing the service

work role boundaries – responsibilities and limitations

work health and safety

history, values, central philosophies and context of advocacy and self-advocacy

differences between negotiation, advocacy, mediation, facilitation and conciliation and the ways they are used

self-advocacy approaches and options, including group and individual advocacy

referral options and resources available to support self-advocacy

barriers to self-advocacy and strategies for overcoming barriers

social justice principles including human rights, self-determination, access and equity, and empowerment

impacts of stigma, prejudice and discrimination

organisation policy and procedures relevant to the facilitation and promotion of self-advocacy

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS009 Provide early intervention, health prevention and promotion programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to develop and conduct early intervention, health prevention and promotion programs focussing on mental health and wellbeing.

This unit applies to work with people with mental illness in a range of community services work 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Gather information and determine need	1.1 Monitor community, group and individual mental health and wellbeing issues, risks and protective factors. 1.2 Identify, access and review information sources on population health, demographic, social and epidemiology trends 1.3 Identify and consult with key stakeholders 1.4 Determine key issues and program objectives from research undertaken
2. Develop and implement programs	2.1 Research features of other evidence based promotion, prevention and early intervention programs 2.2 Investigate and integrate current preventative health care perspectives 2.3 Identify the need for additional specialist skills within the program 2.4 Create, structure and document a program that responds to identified needs and objectives 2.5 Develop evaluation mechanisms against agreed objectives 2.6 Develop and implement an action plan that identifies required activities, resources, and timelines 2.7 Implement program according to agreed plan
3. Evaluate and report on programs	3.1 Gather feedback from stakeholders on completion of program 3.2 Evaluate impact and value of program against agreed mechanisms, from own observations and feedback received 3.3 Develop recommendations for change based on evaluations and seek approval where required 3.4 Prepare reports and documentation according to organisation protocols 3.5 Communicate outcomes, evaluation results and proposed recommendations with key stakeholders

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS009 Provide early intervention, health prevention and promotion programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

researched, prepared, implemented and evaluated at least 1 early intervention and/or health prevention and/or health promotion program to address the needs of a specific group/community

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

mental health and wellbeing issues of community concern

types of information/content that may be included in programs and sources of credible information about these, including:

fitness, exercise and physical activity

nutrition (Australian dietary guidelines only)

environmental health

mental health

sexual and reproductive health

key stakeholders for program development

sources of information on:

population health trends

epidemiology

social/demographic trends

different types and styles of early intervention, health prevention and promotion programs, and how they are implemented, including:

seminars

promotional events

community visits

structure, content and format of existing evidence based early intervention/health prevention and promotional programs

program planning and organisation techniques:

research

consultation

format and structure for different types of program

resourcing options and sources – human, financial and physical

operational considerations

evaluation

reporting

legal and ethical considerations (international, national, state/territory, local) for program development and implementation, and how these are applied in organisations and individual practice:

codes of practice

duty of care

policy frameworks

practice standards

specific mental health legislation

work health and safety

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS010 Implement recovery oriented approaches to complexity

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to identify and respond to issues of complexity when supporting people living with mental illness and their care networks. The unit is based on a strengths-based approach and acknowledges that complexity is not a characteristic of an individual. Complexity may be impacted by a range of interactions between the worker, the organisation and the environmental context.

This unit applies to work with people living with mental illness in a range of community services work 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the person’s issues that may contribute to complexity	1.1 Invite the person to share their life experience, values, hopes, expectations and needs 1.2 Respond sensitively and warmly and exchange information with the person to assist in facilitating understanding of issues and establish rapport 1.3 Identify with the person the breadth of issues they are facing and any associated or impacting factors 1.4 Listen actively to ensure experiences are heard to support exploration and validation of issues raised 1.5 Engage in collaborative record keeping and ongoing consent
2. Identify worker or service issues that may affect capacity to work with the person	2.1 Identify strengths and limitations of worker and their expertise and experience in dealing with the person’s circumstances 2.2 Discuss the compatibility of the service approach to the persons values and preferences to facilitate real choice 2.3 Identify systemic and personal issues and challenges and report according to organisation procedures
3. Identify environmental issues that may contribute to complexity	3.1 Identify any limitations relating to geographical location and isolation 3.2 Identify extent of the person’s social and support network and any indications of social exclusion or inclusion 3.3 Identify current policies, at a state and federal level and any funding limitations or criteria 3.4 Identify differences in other service practice environments and compatibility to the persons preferences
4. Work collaboratively to prioritise needs and develop self-determined directions	4.1 Seek agreement on the process for prioritising needs 4.2 Prioritise needs and hopes in collaboration with the person 4.3 Agree on options, directions and timelines 4.4 In conjunction with the person, explore risks, opportunities and strategies 4.5 Identify other members of their support network, other services or professionals they wish to involve 4.6 Develop and agree on contingency plans as necessary 4.7 Respond flexibly to the changing needs and circumstances of the person 4.8 Provide and negotiate flexible responses in service provision

5. Coordinate and negotiate recovery oriented service	5.1 Establish, expand and maintain partnerships and support networks to meet the persons needs and create sustainable service pathways 5.2 Work effectively with colleagues, and partner organisations to integrate any existing service provision 5.3 Create supportive and collaborative partnerships with carers, family, friends and community supports 5.4 Collect, review and maintain information on local community services and supports, and share and engage in knowledge exchange 5.5 Use outcomes measures and feedback to ensure the persons needs are being met by contributing services and natural supports 5.6 Continually utilise a range of strategies to actively inspire and foster the persons ongoing involvement 5.7 Proactively respond to support and service gaps both internally and externally 5.8 Proactively and consistently follow up with the person and gather feedback about service provision
6. Address challenges to communication and relationships	6.1 Communicate clearly, honestly and transparently to develop and maintain trusting relationships 6.2 Adapt the communication style and language to meet the needs of others, identifying and addressing any barriers 6.3 Adapt to changing circumstances and respond to the reactions and feedback of others, including responding to person in distress or crisis 6.4 Proactively anticipate change and utilise advanced negotiation skills to address challenges and resolve systemic issues 6.5 Respond to de-escalate potential incidents or risks and promote safety 6.6 Promote and support self advocacy
7. Review and reflect on practice	7.1 Reflect on own work practice and identify areas for improvement 7.2 Seek and use feedback from others as the basis for improving approaches to working with complexity

Foundation Skills

The Foundation Skills described those required skills (language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS010 Implement recovery oriented approaches to complexity

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of 160 hours of work worked collaboratively with at least 3 different people with mental illness, and as relevant, their support network, to develop and implement a recovery plan

worked with at least 4 of the following complexity issues with those people:

alcohol and other drugs (AOD)

gambling

torture

grief and loss

disability

family violence

child protection

justice system

social housing/homelessness

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory and local) for addressing complexity in mental health work, and how these are applied in organisations and individual practice:

codes of practice

continuing professional education

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and individuals accessing the service

specific mental health legislation and its impact on individual workers

work role boundaries – responsibilities and limitations

work health and safety

values and principles of the mental health sector, including:

recovery

recovery oriented practice

health promotion and prevention

holistic approach

empowerment/disempowerment

access and equity

early intervention

rights

social justice and inclusion

citizenship

advocacy and promotion and support of self advocacy strength based practice

factors that contribute to complexity and the service delivery models, frameworks and legislation in the following and their links with mental health, including:

AOD

chronic disease

economic circumstance

education

gambling

torture

grief and loss

disability

family violence

child protection

justice system

social housing/homelessness

cultural safety considerations

techniques for communication and motivational interviewing/counselling, including:

active listening

attending skills, use of body language, non-verbal communication

paraphrasing

reflecting feelings

open and closed questioning or probing

summarising

reframing

exploring options

normalising statements

communication techniques required for dealing with complexity:

conflict resolution

negotiation

approaches to practice, including:

motivational interviewing

solution focused approaches

strength based approaches

cognitive behavioural approaches

narrative approaches

acceptance and commitment therapy (ACT)

dialectal behavioural therapy

reflective practice and its role in underpinning ongoing learning, growth and good practice

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. 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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS011 Assess and promote social, emotional and physical wellbeing

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to work collaboratively with individuals to assess, promote and review all aspects of wellbeing.

This unit applies to work with people living with mental illness in a range of community services work 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the persons wellbeing	1.1 Provide information and resources to the person to explain social and emotional wellbeing, holistic practice and the available services and programs 1.2 Explore the domains of wellbeing with the person, identifying strengths and strategies that keeps the person strong 1.3 Reflect on and respond to own values, beliefs, attitudes, power and behaviours regarding wellbeing to ensure non-judgemental practice 1.4 Clarify and respect the person’s choices, parameters and boundaries relating to topics to be discussed 1.5 Work with the person to identify other information to gather or people to contact to add to the understanding of their social emotional wellbeing 1.6 Determine with the person other people, including the natural supports, the person wants involved in their plans and support 1.7 Identify, negotiate, obtain and document any consents required
2. Promote physical wellbeing	2.1 Discuss with the person their health and physical wellbeing 2.2 Discuss with the person any health issues or potential risks to health including fitness and nutrition and encourage them to seek professional advice as required 2.3 Identify when regular health checks were last undertaken and, according to the person’s needs, facilitate referrals or appointments 2.4 Arrange for health assessments or medication reviews based on the person’s needs 2.5 Proactively support and encourage the person to identify areas where physical health could be improved and develop strategies 2.6 Promote healthy living habits using established and credible information sources
3. Promote social wellbeing	3.1 Identify and map the person’s social network, including their care network, their community participation and others that are providing the person with support 3.2 Assess the level of social inclusion/exclusion or isolation 3.3 Develop strategies to promote community participation and connection to extend depth or breadth of the person’s social network 3.4 Determine the person’s current level of involvement in socially based activity and their desire to increase participation in any of these areas 3.5 Support and regularly review social inclusion strategies
4. Promote emotional wellbeing	4.1 Identify emotional strengths, challenges and triggers 4.2 Identify activities or people that promote emotional strength and wellbeing 4.3 Develop strategies and contingency plans to address emotional challenges and promote resilience and emotional wellbeing
5. Promote cultural or spiritual wellbeing	5.1 Work collaboratively to identify the person’s preferred cultural and/or spiritual values, beliefs, traditions, activities and practices 5.2 Identify cultural and spiritual needs and activities the person wants to undertake or changes they would like to make 5.3 Identify other people or resources required to introduce these changes 5.4 Support the person to implement cultural/spiritual strategies and access resources 5.5 Identify with the person and address any cultural improvements to practice
6. Review the persons well being	6.1 Recognise and celebrate progress and identify new directions and strategies as chosen by the person 6.2 Respond flexibly and utilise contingency plans as required 6.3 Recognise the need for specialist expertise and seek according to the person’s needs 6.4 Evaluate effectiveness of work and service provision, gathering and acting on feedback from all relevant parties particularly the person receiving service 6.5 Reflect on own practice and use learning to identify strategies and plan for improved practice 6.6 Engage in collaborative record keeping

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS011 Assess and promote social, emotional and physical wellbeing

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

collaboratively delivered wellbeing support reflecting recovery oriented practice with at least 3 people:

physical

social

emotional

cultural/spiritual

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) for client wellbeing, and how these are applied in organisations and individual practice:

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and individuals accessing the service

work role boundaries – responsibilities and limitations

work health and safety

principles and practices of holistic social emotional wellbeing, including:

social

emotional

physical

cognitive

cultural/spiritual

impact of a lack of social and emotional wellbeing (SEWB) on mental health

evidence based practice in relation to support for the individual domains

iatrogenic effects of mental illness diagnosis and treatment on an individual’s wellbeing

requirements for physical wellbeing, including:

nutrition

exercise

food security/insecurity

self-care style opportunities and information

oral health

comprehensive health checks

access to health services, and natural supports and resources

sexual health strategies including contraception, sexually transmitted infections (STIs) and strategies for sexual expression

aspects of social wellbeing and types of social activity of that contribute to wellbeing, including:

education

employment

community

volunteering

hobbies

personal interests

aspects of emotional wellbeing, including:

ability to self-care

quality of support systems

healthy relationships

aspects of cultural/spiritual wellbeing, including:

involvement in cultural activities and networks

ability to practise own culture

good links within own culture

cognitive aspects that affect wellbeing, including:

ability to practise coping strategies

mindfulness

relaxation

models of change, including stages of change model

awareness of social exclusion/inclusion, disadvantage, systemic oppression and power dynamics

approaches to practice, including:

motivational interviewing

solution focused approaches

strength based approaches

cognitive behavioural approaches

narrative approaches

acceptance and commitment therapy (ACT)

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS012 Provide support to develop wellness plans and advanced directives

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to support a person living with mental illness to develop recovery wellness plans and advanced directives. These plans outline the person’s preferences and plans to maintain wellness and to direct actions and support strategies should they become unwell.

This unit applies to work with people with mental illness in a range of community services work contexts.

Use of the term ‘advanced directive’ may vary between states and territories.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Collect information to support the development of a wellness plan	1.1 Provide information and resources that will enable the person to make informed choices about wellness planning 1.2 Develop a shared understanding of the person’s goals, preferences and values in relation to wellness planning 1.3 Work collaboratively to identify any cultural factors that may influence wellness planning 1.4 Work collaboratively to identify who may need to be consulted regarding the wellness plan 1.5 Identify, access and review other information or documents that need to be referred to during the planning process
2. Support the development of a wellness plan	2.1 Develop a shared and whole of life understanding of what wellness means for the person 2.2 Together identify previously useful approaches, factors, and situations that promote and support wellness for the person 2.3 Work collaboratively to decide the type of wellness plan to be completed and the items and areas to be included 2.4 Work collaboratively to identify factors, trigger situations and early signs of unwellness 2.5 Identify options, potential strategies and actions the person will take 2.6 Identify other people to be included in the wellness plan and the actions they will take 2.7 Seek agreement and consent from others according to legal and ethical requirements 2.8 Document the agreed plan
3. Support the development of an advanced directive	3.1 Provide information and resources about advanced directives, their purpose and legal standing 3.2 Collaboratively identify the scope of the advanced directive to be developed 3.3 Work with the person to decide what service, support, treatment and medication instructions or restrictions are to be included 3.4 Collaboratively develop and document specific instructions 3.5 Jointly determine what life management or other instructions are to be included 3.6 Review plan to ensure directive and instructions are clear and unambiguous 3.7 Determine the preferred way to confirm capacity at the time of signing 3.8 Access legal and other specialist advice according to scope and nature of directive requirements 3.9 Work collaboratively to identify and locate a suitable willing independent witness 3.10 Identify with whom and where the directive and any copies will be stored
4. Implement wellness or other plans	4.1 Act preventatively to promote wellness by maintaining positive and emotionally safe environments 4.2 Promptly, sensitively and supportively respond to people in distress or crisis 4.3 Collaboratively discuss the nature of distress and implement wellness strategies 4.4 Follow instructions in wellness plan or advanced directives 4.5 Seek emergency assistance and back up support from supervisor or other workers according to the needs of the person and the worker 4.6 Identity situations that require debriefing, reflective practice or other support and initiate within scope of own job role 4.7 Complete accurate documentation and reports according to organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS012 Provide support to develop wellness plans and advanced directives

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked collaboratively with 3 different people with mental illness to create and implement a wellness plan

developed at least 1 advanced directive

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) for wellness plans and advanced directives, and how these are applied in organisations and individual practice:

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and individuals accessing the service

specific legislative requirements for advanced directives

work role boundaries – responsibilities and limitations

work health and safety

values and principles of the mental health sector, including:

recovery

recovery oriented practice

health promotion and prevention

holistic approach

empowerment/disempowerment

access and equity

early intervention

rights

social justice and inclusion

citizenship

purpose and limitations of wellness plans and advanced directives

different types and formats of wellness plans particularly those which have been designed and developed by people who have experienced mental illness

various formats for advanced directives

purpose of statements of capacity

role and requirements for witnesses

community, support and mental health services

services for people experiencing mental distress, unwellness and crisis

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS013 Implement trauma informed care

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to promote trauma informed care, and to develop strategies to address people’s specific trauma needs. Trauma informed care involves providing services that are informed by the knowledge and understanding of the impact of trauma, in particular interpersonal violence and varying service practice to reduce the likelihood of re-traumatisation.

This unit applies to work with people with mental illness in a range of community services work 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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work in trauma informed ways	1.1 Apply the key principles and practices of trauma informed care in all work 1.2 Develop strong safe relationships and environments that promote a sense of safety, trust, choice and control 1.3 Empathically and sensitively, acknowledge and respond to disclosures of past and current trauma or abuse 1.4 Respond to current distress in ways that reflect an understanding of the impacts of trauma 1.5 Jointly identify the person's strengths, resilience and range of strategies used to cope with and manage the impact of trauma 1.6 Communicate information about the impact of trauma to people in a culturally and age sensitive way 1.7 Work with the person to identify the impact of trauma in the development of mental health issues 1.8 Collaboratively identify and develop strategies to eliminate, minimise and/or manage potential triggers to traumatisation and re-traumatisation in relation to service provision 1.9 Collaboratively record and complete required documentation in ways that minimise likelihood of re-traumatisation
2.1 Develop strategies to address people’s specific trauma needs	2.1 Collaboratively identify a person’s specific trauma needs 2.2 Determine capacity of the service to respond to people’s trauma issues 2.3 Identify with the person, their need for specialist trauma services and support 2.4 Provide information on a range of services and available supports and foster choice and control for the person 2.5 Apply accepted procedures to evaluate the options of bringing in specialist support and/or appropriate referral 2.6 Facilitate and support referral for specialist trauma services for the person, with consent 2.7 Follow-up referral to ensure person’s needs are being met
3. Promote trauma informed practices	3.1 Incorporate recognition of the impact of trauma in the development of individual support plans 3.2 Reflect on aspects of current service practice and programs to identify areas for improved trauma informed practice 3.3 Regularly gather feedback from the person and others to identify potential areas for improved trauma informed service practices 3.4 Identify service policies, procedures or practices that could potentially contribute to traumatisation and re-traumatisation 3.5 Develop change strategies and plans to strengthen trauma informed practice, in collaboration with a person with lived experience of trauma 3.6 Provide information and resources to other workers that promotes trauma informed principles and practices in the workplace 3.7 Participate in trauma informed supervision or peer supervision 3.8 Contribute to the development of policies to reduce or minimise experiences of vicarious trauma
4. Maintain safety in practice	4.1 Take appropriate action to ensure safety 4.2 Acknowledge limits of own abilities and make referrals as appropriate 4.3 Proactively review programs, services and plans to minimise potential issues or incidents 4.4 Defuse, and de-escalate potential incidents by implementing individual plans or service procedures 4.5 Respond and communicate effectively and sensitively to people in distress 4.6 Resolve conflicts using conflict resolution and negotiation skills 4.7 Identify emergency situations and seek assistance according the needs of all those involved 4.8 Implement self care practices including reflection, supervision and debriefing

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS013 Implement trauma informed care

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided support and developed strategies that reflect the principles of trauma informed care and recovery oriented practice to address the needs of at least 3 different people who have experienced trauma, including interpersonal violence

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) for trauma related practice, and how these are applied in organisations and individual practice:

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific legislative requirements related to trauma

work role boundaries – responsibilities and limitations

work health and safety

trauma, including:

prevalence of trauma in the general population and with service users

definitions of trauma and complex trauma and its impacts

how trauma impacts development of those affected

the dynamics of interpersonal violence and the relationship to trauma

the way individuals cope and manage the impact of trauma

the potential for and causes of re-traumatisation, in particular in accessing or receiving services

evidence based practice at national and international level to implement trauma informed services

significance of loss and grief for people who have experienced trauma

gender differences in the application of trauma informed care

common beliefs and attitudes towards people who experience interpersonal violence and how this impacts on their access to services

values and core principles and features of trauma informed care and practice, including:

understanding trauma and its impact

promoting safety in environments and relationships

ensuring cultural competence

supporting control, choice and autonomy

fostering healthy supportive relationships

promoting the belief that recovery is possible

promoting strengths based, collaborative practices

impacts of traumatic events that occur when accessing or receiving services (including the use of compulsory treatment, seclusion and restraint)

role of triggers and 'flashback' (re-experiencing), re-victimisation and re-traumatisation

referral options and resources available to support self-advocacy

links between suicidality, self-harm and interpersonal trauma

nature of trauma

definitions and descriptions of the range of events and circumstances that constitute trauma

intergenerational trauma

descriptions of the common biological, psychological and social impacts of trauma, and the impacts of trauma on:

person’s sense of self

development of mental health issues and in the expression of current distress

relationships, including service provider relationships

principles and practices of trauma informed care, including:

strategies to minimise and respond to vicarious trauma

strategies to promote trauma informed practices in the workplace

strategies for change management

change management theories and frameworks

conflict resolution and negotiation techniques

peer supervision, reflective practice and their role in mental health work

Assessment Conditions

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.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPAL001 Deliver care services using a palliative approach

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. "advanced care directives" corrected to "advance care directives" Equivalent outcome
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to care for people with life-threatening or life-limiting illness and/or normal ageing process within a palliative approach.

This unit applies to workers in a residential or community context. Work performed requires some discretion and judgement and is carried out under regular direct or indirect supervision.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Apply principals and aims of a palliative approach when supporting individuals	1.1 Recognise the holistic needs of the person extending over time, not just end-of-life 1.2 Support the person, carers and family to express needs and preferences and report information to supervisor 1.3 Communicate with the person, carers and family in relation to the person’s quality of life, pain and comfort and report information to supervisor 1.4 Respect the family and carers as an integral part of the care team and ensure that they have the information and support needed
2. Respect the person’s preferences for quality of life choices	2.1 Create a supportive environment that encourages the person, carers, family members and/or significant others to share information regarding changing needs and preferences 2.2 Use a non-judgemental approach to ensure the person’s lifestyle, social, spiritual and cultural choices and needs are supported and documented in care plan 2.3 Encourage the person, carer, family and /or significant others to freely discuss spiritual and cultural issues in an open and safe environment within scope of role 2.4 Identify needs and issues outside the scope of your role and refer to supervising colleague 2.5 Communicate with individuals, families, carers and /or significant others in a manner that shows empathy and provides emotional support
3. Follow the person’s advance care directives in the care plan	3.1 Interpret and follow advance care directives in the care plan in line with own work role and organisation, legal and ethical requirements 3.2 Comply with end-of-life decisions as documented in the care plan and in keeping with legal requirements 3.3 Report the person’s changing needs and issues, in relation to end-of-life, to the appropriate team member for documentation in the care plan 3.4 Monitor the impact of the person’s end-of-life needs, issues and decisions on families, carers and /or significant others and refer to appropriate member of the care team in line with organisation protocols to ensure they are supported 3.5 Deliver services in a manner that supports the right of individuals to choose the location of their end of life care
4. Respond to signs of pain and other symptoms	4.1 Observe and document the person’s pain and other symptoms in line with care plan directives and promptly report to appropriate member of the care team 4.2 Implement strategies to manage pain and promote comfort in line with care plan and role 4.3 Regularly evaluate and document effectiveness of implemented strategies 4.4 Refer to appropriate member of staff any misconceptions in the workplace surrounding the use of pain relieving medication
5. Follow end-of-life care strategies	5.1 Regularly check for any changes on care plan that indicate decisions made by the person have been reviewed 5.2 Provide a supportive environment to the individual, families, carers and /or significant others involved in their care at end-of-life 5.3 Respect and support the person’s preferences and culture when providing end-of-life care according to care plan and role 5.4 Maintain dignity of the person when providing planned end-of-life care and care immediately following death 5.5 Recognise any signs of the person’s imminent death or deterioration and report to appropriate member of care team in line with organisation requirements 5.6 Provide emotional support to other individuals, carers, families and /or significant others when a death has occurred in line with role
6. Manage own emotional responses and ethical issues	6.1 Follow organisation policies and procedures in relation to managing own emotional responses and ethical issues 6.2 Identify and reflect upon own emotional responses to death and dying and raise and discuss any issues or reactions with supervisor or other appropriate person 6.3 Raise any ethical issues or concerns with supervisor or other appropriate person 6.4 Identify and action self care strategies to address the potential impact of personal responses on self 6.5 Access bereavement care and support of other team members as needed

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPAL001 Deliver care services using a palliative approach

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. "advanced care directives" corrected to "advance care directives" Equivalent outcome
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

supported, reported and documented issues and needs of 3 people in palliative care

Knowledge 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:

philosophy, principles, benefits and scope of palliative care

the needs of people dealing with a life-threatening or life-limiting illness and the emotional impact of diagnosis

cultural, religious and spiritual differences in relation to death and dying

the stages of grief and personal strategies for managing reactions to grief

advance care directives and end-of-life care strategies

pain relief and comfort promotion

nutritional and hydration requirements during a palliative approach

legal and ethical considerations for working in palliative care, including:

dignity of risk

duty of care

human rights

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

relevant policies, protocols and practices of the organisation in relation to the provision of both a palliative approach and palliative care

responsibilities to self and colleagues

various signs of imminent death and/or deterioration

communication strategies to build trust, show empathy, demonstrate support and empowers the person, family, carers and/or significant others

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

modelling typical workplace conditions, including:

typical workplace documentation and reporting processes

scenarios and simulations in provision of care using a palliative approach in a range of contexts

palliative care plans and equipment and/or resources outlined in plan

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPAL002 Plan for and provide care services using a palliative approach

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. "advanced care directives" corrected to "advance care directives"
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to contribute to the development, implementation, evaluation and communication of a care plan for individuals with life-threatening or life-limiting illness and/or normal ageing process in a team environment using a palliative approach.

This unit applies to workers in a residential or community context. Work performed requires some discretion and judgement and is carried out under regular direct or indirect supervision.

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan a palliative approach to individual care	1.1 Assist with care planning using a palliative approach to maximise the person’s quality of life and comfort 1.2 Identify immediate and potential future care requirements based on the condition or illness of the person 1.3 Identify current specialist palliative care requirements if relevant 1.4 Ensure planning includes involving and supporting the person, family members, carers and/or significant others 1.5 Ensure care plan holistically addresses the person’s needs that extend over time not just end-of-life
2. Support individuals to identify their preferences for quality of life choices	2.1 Consult the person, family members, carers and/or significant others to identify and share information regarding current and changing needs and preferences 2.2 Respect and account for the person’s lifestyle, social, cultural and spiritual choices and needs in developing the care plan 2.3 Ensure the planning process supports the freedom of the person, family, carer and/or significant others to discuss spiritual and cultural issues in an open and non-judgemental way 2.4 Demonstrate respect for the roles of the person and carer in planning, delivering care and decision making 2.5 Address any issues that are outside scope of own role by referring them to the appropriate member of the care team in line with organisation requirements 2.6 Model communication with the person, families, carers and/or significant others that shows empathy and provides emotional support
3. Assist with advanced care planning	3.1 Assist with the determining of advance care directives in line with role, organisation, legal and ethical guidelines 3.2 Assist with the documentation of advance care directives in line with the person’s preferences and organisation procedures 3.3 Ensure all advance care directives are communicated and understood by relevant parties in accordance with confidentiality requirements 3.4 Actively support the ethical end-of-life decisions agreed by the person and carer, in line with organisation policy and care plan directives 3.5 Assist with identifying the person’s ongoing decisions, preferences, needs and issues in relation to end-of-life and document in the care plan in consultation with supervisor or appropriate team member 3.6 Observe the impact on the family and carers of the person’s end-of-life decisions, needs and issues and provide support as needed
4. Take action to alleviate pain and other end-of-life symptoms	4.1 Plan and document in care plan strategies to maximise comfort in collaboration with supervisor and/or health professional 4.2 Assess the person’s need for pain and symptom relief in line with care plan and report to supervisor and/or health professional 4.3 Provide pain and symptom relief in line with role, care plan, legislation and organisation policy 4.4 Provide appropriate information about the use of pain relieving medication and other treatments to staff, individuals, their family and carers, in consultation with supervisor and/or other health professional, 4.5 Observe, report and document effectiveness of interventions for pain and symptom relief 4.6 Communicate ineffectiveness of interventions to supervisor and/or other health professional and document
5. Contribute to the development and implementation of end-of-life care strategies	5.1 Respect and incorporate the person’s preferences including cultural and spiritual wishes when contributing to an end-of-life care plan 5.2 Maintain the dignity of the person when planning end-of-life care and immediately following death 5.3 Observe any signs of a person’s imminent death and/or deterioration and report to appropriate members of the care team in line with organisation requirements 5.4 Provide a supportive environment for the person, families, carers and/or significant others and those involved in their care at end-of-life 5.5 Ensure that decisions made by the person, family, carers and/or significant others are reviewed regularly, communicated to staff and updated on the care plan 5.6 Identify the emotional needs of other individuals and their families, carers and/or significant others affected when a death occurs and provide the necessary support or referrals in line with organisation requirements 5.7 Prepare the person, family, other staff and self for any distressing end-of-life events within own responsibilities
6. Identify and manage emotional responses in self and others	6.1 Identify and reflect upon own emotional responses to death and dying and raise and discuss any issues with supervisor and/or other appropriate person 6.2 Identify and reflect upon potential impact of personal responses on self and others and action appropriately 6.3 Inform others about support systems and bereavement care available 6.4 Follow organisation policies and procedures in relation to emotional welfare of self, team members, individuals and family 6.5 Assist colleagues to debrief and discuss bereavement care 6.6 Identify other strategies and resources available for debriefing 6.7 Evaluate effectiveness of emotional response strategies

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPAL002 Plan for and provide care services using a palliative approach

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. "advanced care directives" corrected to "advance care directives"
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assisted in developing and implementing at least 1 care plan using a palliative approach and communicating effectively and empathetically

Knowledge 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:

relevant policies, protocols and practices of the organisation in relation to the provision of both a palliative approach and palliative care

common life threatening, incurable conditions

emotional impact of diagnosis of life-threatening condition

the palliative approach to care of individuals and their family

the difference between curative and palliative approaches in contributing to individual care planning

cultural and spiritual considerations in relation to palliative care

specialist palliative care

palliative care and dementia

palliative approach for children and young people

impact of loss and grief on individuals, carers and workers and the risk of depression

legal and ethical considerations for working in palliative care and advance care directives, including:

dignity of risk

duty of care

human rights

privacy, confidentiality and disclosure

specific jurisdictional legislation on advance care planning and advance care directives as it applies to the work role

work role boundaries – responsibilities and limitations

pain management and strategies to maximise comfort

hydration and nutrition requirements during a palliative approach and at end-of-life

the various signs of imminent death and deterioration

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

The following conditions must be met for this unit:

modelling typical workplace conditions, including:

typical workplace documentation and reporting processes

scenarios and simulations in provision of care using a palliative approach in a range of contexts

palliative care plans and equipment and/or resources outlined in plan

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPAS001 Plan for the provision of pastoral and spiritual care

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to prepare for pastoral and spiritual care work either within a specific belief system or in a non-denominational context. Work may be paid or in a volunteer capacity.

This unit applies to workers who operate under professional supervision and mentoring by senior workers or under relevant lines of authority within the organisation or belief system

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for pastoral and spiritual care work	1.1 Identify responsibilities in relation to legislative and regulatory requirements for pastoral and spiritual care work 1.2 Identify responsibilities in relation to organisation policies and procedures for pastoral and spiritual care work 1.3 Identify requirements of relevant professional and ethical standards for pastoral and spiritual care work 1.4 Identify rights and responsibilities of self, employer, clients, families and carers
2. Determine pastoral and spiritual care networks and resources	2.1 Identify organisation’s full range of pastoral and spiritual care services 2.2 Identify limitations and parameters of own role 2.3 Identify organisation escalation and crisis procedures 2.4 Identify existing and potential opportunities for referral in accordance with organisation procedures 2.5 Establish relationships with referral network 2.6 Gather internal and external information sources and resources to support pastoral and spiritual care work
3. Establish professional supervision	3.1 Determine supervision and/or mentoring requirements of role in consultation with mentor and/or supervisor 3.2 Establish rapport and work with mentor and/or supervisor to build trust 3.3 Receive and act on feedback to improve pastoral care work 3.4 Review own communication with mentor and/or supervisor to promote professional development

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPAS001 Plan for the provision of pastoral and spiritual care

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

planned for pastoral and spiritual care work including:

preparing 1 resource portfolio

establishing links with 2 other service providers within the referral network

identifying 1 area, and opportunities within that area, for personal or professional development in consultation with pastoral and spiritual care mentor and/or supervisor

Knowledge 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 the task and manage contingencies in the context of the work role. These include knowledge of:

legal and ethical considerations for pastoral and spiritual care work and how these are applied to individual practice, including:

codes of practice and relevant professional and ethical standards of practice

duty of care

rights and responsibilities of workers, organisations, clients, families and carers

issues that breach or impact an individual’s rights

policies, protocols and practices of the organisation in relation to pastoral and spiritual care work role

relevant records maintenance requirements

specific denominational or multi-faith requirements in line with accepted organisation protocols, including denominational doctrines, worship and practices

fundamentals of a range of world religions together with associated religious beliefs and practices

cultural perspectives on spirituality and major denominational doctrines, worship and practices

verbal and non-verbal communication techniques including body language, language style, active listening, questioning

principles and practices for establishing and maintaining appropriate interpersonal relationships

boundaries and limitations of role

process for referrals including relevant support agencies

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources

modelling of industry operating conditions, including a qualified chaplain or pastoral and spiritual care worker as a mentor or professional supervisor

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPAS002 Provide pastoral and spiritual care

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit

Application

This unit describes the skill and knowledge required to identify specific issues and provide appropriate pastoral and spiritual support to a range of clients. Work may be either in a paid or volunteer capacity, across a range of contexts.

This unit applies to workers who operate under professional supervision and mentoring by senior workers and/or within the lines of authority of the organisation or belief system.

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.

Elements and Performance Criteria