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CHCDIS016 - Develop and provide person-centred service responses (Release 1)

Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

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CHCDIS016 - Develop and provide person-centred service responses (Release 1)

Copyright This document was developed by Compliant Learning Resources. © 2022 Compliant Learning Resources. All rights reserved.

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No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of Compliant Learning Resources.

Version Control & Document History

Date

Version

Version 1.0 released for publishing

1.0

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28 January 2022

Summary of Modifications

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Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

CHCDIS016 - Develop and provide person-centred service responses (Release 1)

Table of Contents Overview ............................................................................................................................ 4

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Trainer Instructions ............................................................................................................ 5 Learner Instructions ........................................................................................................... 6 Learner Information ............................................................................................................. 6

Trainer Information .............................................................................................................. 6

Resources Required ............................................................................................................ 7 Work Health and Safety...................................................................................................... 7 Reasonable Adjustment ..................................................................................................... 8

Contextualisation ............................................................................................................... 9 Formative Activities.......................................................................................................... 10 I. Work With the PWD to Develop and Implement Person-Centred Responses ................. 10 Activity 1.1 ...................................................................................................................... 10 Activity 1.2 ...................................................................................................................... 12

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Activity 1.3 ...................................................................................................................... 13

II. Review and Monitor Person-Centred Responses ............................................................ 14 Activity 2.1 ...................................................................................................................... 14 Activity 2.2 ...................................................................................................................... 15 Activity 2.3 ...................................................................................................................... 16

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III. Provide Service Delivery Within a Quality Framework ................................................... 17 Activity 3.1 ...................................................................................................................... 17 Activity 3.2 ...................................................................................................................... 18

Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

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CHCDIS016 - Develop and provide person-centred service responses (Release 1)

Overview CHCDIS016 - Develop and provide person-centred service responses (Release 1)

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This unit describes the skills and knowledge required to develop, implement and monitor service responses with a person with a disability. Work is undertaken within a legislative and ethical framework to ensure high-quality, person-centred service delivery that 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 are necessary, and workers will take responsibility for their 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. A complete copy of the above unit of competency can be downloaded from the TGA website:

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https://training.gov.au/Training/Details/CHCDIS016

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Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

CHCDIS016 - Develop and provide person-centred service responses (Release 1)

Trainer Instructions This Learning Activity Booklet contains formative activities that learners will complete in the classroom or a similar environment.

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These formative activities include knowledge questions to test learners’ underpinning generic knowledge and practical activities to test their skills relevant to the unit/s of competency.

These formative assessments are used by trainers to complement both the learning and training processes, and to evaluate how learners are progressing throughout these processes. IMPORTANT:

The completion of the formative assessments and learning activities included in this workbook DOES NOT lead to a Qualification or a Statement of Attainment (SOA).

Reasonable adjustment applies here, and while the majority of learners will complete this assessment as a written assessment, verbal assessment may be an option for those who need it. The assessor must use the marking guide as the principal marking tool unless a reasonable adjustment is demonstrated.

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The Learning Activity Booklet (Trainer Copy) provides model answers to all the questions, setting out which key responses must be included as well as indicating where flexibility is acceptable.

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The number of responses required is specified in each assessment task to avoid ambiguity. In these cases, the model answer will provide a list of possible answers. For instance, if a question requires the learner to list three examples, then their response must include three of the items listed in the model answer.

Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

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CHCDIS016 - Develop and provide person-centred service responses (Release 1)

Learner Instructions This Learning Activity Booklet contains formative activities that learners will complete in the classroom or a similar environment.

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These formative activities include knowledge questions to test your underpinning generic knowledge and practical activities to test your skills relevant to the unit/s of competency. These formative assessments are used by your trainer to complement both the learning and training processes, and to evaluate how you are progressing throughout these processes.

You may reference your Learner Guide and other learning materials to complete the activities included in this workbook. IMPORTANT:

The completion of the formative assessments and learning activities included in this workbook DOES NOT lead to a Qualification or a Statement of Attainment (SOA).

Learner Information Learner name

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Phone Email

Trainer Information Trainer name

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RTO name

RTO phone RTO email

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Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

CHCDIS016 - Develop and provide person-centred service responses (Release 1)

Resources Required Resources needed to complete activities included in this workbook include: Computer with Internet, email access, and a working web browser



Installed software: MS Word, Adobe Acrobat Reader

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Learner guide

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Work Health and Safety

Both the trainers and learners have duty of care in ensuring that the learning environment is free from hazards that may pose risks to their health and safety.

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According to WHS legislation, trainers and learners must take reasonable care while undertaking the activities included in this workbook in the learning environment.

Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

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CHCDIS016 - Develop and provide person-centred service responses (Release 1)

Reasonable Adjustment

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‘Reasonable adjustment’ in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment. Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with disabilities have: 

The same learning opportunities as learners without disabilities, and

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The same opportunity to perform and complete assessments as those without disabilities.

Reasonable adjustment applied to participation in teaching, learning, and assessment activities can include: Customising resources and assessment activities within the training package or accredited course

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Modifying the presentation medium

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Learner support

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Use of assistive/adaptive technologies

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Making information accessible both before enrolment and during the course

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Monitoring the adjustments to ensure learner needs continue to be met

Assistive/Adaptive Technologies

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Assistive/adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, and digital note-takers. (Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability November 2010 - Prepared by - Queensland VET Development Centre)

IMPORTANT:

Reasonable adjustment made for collecting learner assessment evidence must not impact the standard expected by the workplace, as expressed by the relevant unit/s of competency. For example, if the assessment were gathering evidence of the learner’s competency in writing, allowing the learner to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

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Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

CHCDIS016 - Develop and provide person-centred service responses (Release 1)

Contextualisation Contextualisation is the process of modifying assessment tools to make learning more meaningful for your students and their employers.

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Compliant Learning Resources highly recommends that your RTO contextualise the assessment tools before using them. You must contextualise the assessment tools to suit: ▪

Your student’s needs

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Your RTO’s training and assessment processes

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The work and industry context in which you operate

Contextualising for your state/territory

The contents of this assessment tool are not written for a specific state/territory unless stated otherwise. Where the assessment tool refers to legislation and other industry requirements, which may vary across states/territories, model answers are based on one state/territory.

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Should your RTO intend to use this assessment tool for learners from your state/territory, Compliant Learning Resources recommends you to: ▪

Access and review the legislation and industry requirements applicable in your state/territory.

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Update assessments and benchmark answers to reflect the legislation and industry requirements applicable in your state/territory.

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When you are contextualising assessment tools, you must ensure that you retain the integrity of the assessment and the outcomes of the unit of competency. A comprehensive guide to contextualising your assessment tools for your RTO can be accessed through this link: https://compliantlearningresources.com.au/blog/simple-guide-to-contextualising-rto-trainingresources-and-assessment-tools/

Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

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CHCDIS016 - Develop and provide person-centred service responses (Release 1)

Formative Activities

Activity 1.1 True or False

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I. Work With the PWD to Develop and Implement PersonCentred Responses

Review the statements below about what you must ensure when working with clients to develop service responses that cater to their differences, rights, needs, and preferences. Indicate whether each statement is True or False. Tick the box that corresponds to your answer.

Mapping: CHCDIS016 PC1.2, KE6.2 (p), KE6.3 (p), KE6.5 (p), KE6.6 (p), KE6.7 (p), KE7.2 (p) Learner guide reference: CHCDIS016 Learner Guide, Chapter 1, Subchapter 1.2

☒ TRUE ☐ FALSE

A person may hesitate to provide information on their needs and preferences. This can lead to responses that might not cater to what they want or need.

ii.

Using a human rights-based approach will allow you to develop responses that cater to clients’ rights. As you use the approach, you do not always have to be mindful of clients' needs and behaviours.

iii.

Providing a person’s cultural needs is a requirement for providing person-centred care. The person has the right to require service that does not discriminate based on their cultural background.

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☐ TRUE ☒ FALSE

i.

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☒ TRUE ☐ FALSE

☒ TRUE ☐ FALSE

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iv.

Dignity of risk refers to a person’s right to participate in activities that may come with risks. It is a concept that upholds a person’s autonomy to make their own choices and become independent.

Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

CHCDIS016 - Develop and provide person-centred service responses (Release 1)

v.

A support worker with a duty of care to a client must always act to prevent suffering. This means you must ensure that your clients do not receive any form of harm. However, acting (or not acting) to protect a client from harm does not constitute a breach of duty of care.

☒ TRUE ☐ FALSE

vi.

All Australian states and territories have active laws that require mandatory reporting. However, the laws and authorities are not the same across all jurisdictions. Support workers will need to follow varying protocols and procedures when reporting cases.

vii.

Work health and safety practices ensure the safety of everyone involved in their care. This means protection against illnesses and harm from elements in the immediate environment.

viii.

A privacy policy does not necessarily have to be in place when collecting essential information about clients.

ix.

Confidentiality of information involves identifying personal and sensitive information from relevant documents. They do not need to be replaced or removed from documents once identified.

☒ TRUE ☐ FALSE

☐ TRUE ☒ FALSE

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☐ TRUE ☒ FALSE

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☐ TRUE ☒ FALSE

x.

An entity discloses your personal information every time they allow access to others. This applies regardless of whether the other entity has already collected and filed its copy of the data.

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☒ TRUE ☐ FALSE

Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

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CHCDIS016 - Develop and provide person-centred service responses (Release 1)

Activity 1.2 Matching Type Identify the assistive devices and equipment used for communication described in each statement below.

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Assistive Technology

Closed-Captioning Software Eye Gaze

Pocket Magnifiers

Noise-Cancelling Headphones Word Prediction Software

Mapping: CHCDIS016 PC1.3 (p), KE8.3, KE8.5 (p), KE8.6 (p)

Learner guide reference: CHCDIS016 Learner Guide, Chapter 1, Subchapter 1.3, Section 1.3.1

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Description

i.

This electronic device allows the person to communicate by looking at words on a screen.

ii.

These devices eliminate distracting background noises to prevent overstimulation.

Eye Gaze

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Noise-Cancelling Headphones

iii.

This software displays the text version of the spoken part of videos.

iv.

This is a kind of software that aids the person with writing and spelling difficulties by recalling required words that can improve their grammar and sentence structure.

v.

These devices are compact lenses that allow the person to magnify reading materials physically.

Closed-Captioning Software

Word Prediction Software

Pocket Magnifiers

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Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

CHCDIS016 - Develop and provide person-centred service responses (Release 1)

Activity 1.3 List down the mechanisms to maintain clients’ support information

Mapping: CHCDIS016 PC1.5 (p)

Marking guide

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Learner guide reference: CHCDIS016 Learner Guide, Chapter 1, Subchapter 1.5, Section 1.5.2

The learner must list down the mechanisms to maintain clients’ support information. For a satisfactory performance, although the wording may slightly vary, their response must be consistent with the following in any order: 

Have a process of compliance for various requirements.

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Have a timeline for review.

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Have a process of documentation control.

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Follow organisational guidelines for documentation.

i. ii. iii.

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iv.

Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

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CHCDIS016 - Develop and provide person-centred service responses (Release 1)

II. Review and Monitor Person-Centred Responses Activity 2.1 Matching Type

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Identify the ways to consult with the client and their support system on the effectiveness of responses described in each statement below. Ways to Consult

Meetings Emails

Cloud Storage

Mapping: CHCDIS016 PC2.1

Learner guide reference: CHCDIS016 Learner Guide, Chapter 2, Subchapter 2.1

Description

This is a great avenue to communicate with all stakeholders formally. Important files and documentation can be sent to the client and other stakeholders.

ii.

This is an online-based computer model for quick storage and access to files and documents. The model allows you to store large-sized files or documentation. All stakeholders can access the files and documentation at any time using the internet.

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i.

Emails

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Cloud Storage

iii.

Meetings

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This provides a promising avenue for all stakeholdersto express themselves fully and provide feedback regarding the support systems.

Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

CHCDIS016 - Develop and provide person-centred service responses (Release 1)

Activity 2.2 True or False Review the statements below about consulting with clients to identify gaps in assistive technology needs and report accordingly. Indicate whether each statement is True or False.

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Tick the box that corresponds to your answer.

Mapping: CHCDIS016 PC2.3

Learner guide reference: CHCDIS016 Learner Guide, Chapter 2, Subchapter 2.3

☒ TRUE ☐ FALSE

☒ TRUE ☐ FALSE

☐ TRUE ☒ FALSE

Gaps refer to areas where assistive technology fails to meet the individual needs of a person.

ii.

An example of a gap in assistive technology needs is the lack of appropriate training for support staff to assist their use of assistive devices or equipment.

iii.

The lack of financial assistance to acquire an assistive device or equipment may not be considered as a gap in assistive technology needs.

iv.

One strategy in consulting with clients to identify gaps in assistive technology is to ask the client’s support system for their observations.

v.

Care workers must report these gaps according to organisational policies and procedures. Doing so ensures that clients will have the optimal ability to live an independent life in their community.

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☒ TRUE ☐ FALSE

i.

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☒ TRUE ☐ FALSE

Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

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CHCDIS016 - Develop and provide person-centred service responses (Release 1)

Activity 2.3 List down four strategies to identify training opportunities with clients to meet their changing needs.

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Mapping: CHCDIS016 PC2.5 Learner guide reference: CHCDIS016 Learner Guide, Chapter 2, Subchapter 2.5

Marking guide

The learner must list down four strategies to identify training opportunities with clients to meet their changing needs. For a satisfactory performance, their response must be four of the following: 

Review evaluation results.

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Assess the reasonable adjustments.

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Research available networks and services.

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Assess the local community.

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Determine suitable learning strategies.

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Provide means for self-study

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i.

ii.

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iii.

iv.

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Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

CHCDIS016 - Develop and provide person-centred service responses (Release 1)

III. Provide Service Delivery Within a Quality Framework Activity 3.1 Matching Type Listed below are common barriers PWDs may face.

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a. Attitudinal Barriers

b. Communication Barriers c. Physical Barriers d. Policy Barriers e. Social Barriers

Match each to their description below, by writing the letter that corresponds to your answer in the space provided.

Mapping: CHCDIS016 PC3.2 (p)

Learner guide reference: CHCDIS016 Learner Guide, Chapter 3, Subchapter 3.2, Section 3.2.1

Description

i.

These barriers are related to laws or policies that discriminate against people with impairments. These contribute to the individual and emotional obstacles a person may experience.

a

ii.

These barriers are the most basic and contribute to other barriers. These contribute to the individual and emotional obstacles a person may experience.

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d

b

iii.

These are barriers faced by people with impairments when communicating. These contribute to the cognitive obstacles a person may experience.

e

iv.

These barriers are related to the social determinants of a person’s health. These determinants include how a person is born, grows, lives, learns, works, and ages.

c

v.

These barriers are structural obstacles that can affect one’s ability to move freely. They can be found in the person’s environment.

Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources

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CHCDIS016 - Develop and provide person-centred service responses (Release 1)

Activity 3.2 Identify and describe the guidelines for reviewing policies and procedures for service delivery.

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Mapping: CHCDIS016 PC3.3 (p), KE10.3 Learner guide reference: CHCDIS016 Learner Guide, Chapter 3, Subchapter 3.3

Marking guide

The learner must identify and describe the guidelines for reviewing policies and procedures for service delivery. For a satisfactory performance, although the wording may slightly vary, their response must be consistent with the benchmark answers below.

i.

Annual Review – This ensures that the policies and procedures for service delivery are consistent and up to date.

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Policy Checklist – This helps determine whether the policy needs to be updated or changed.

iii.

Documentation and Reporting – All changes to policies and procedures must be welldocumented. Staff members of the organisation must also be informed of these changes when they occur.

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End of Document

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Learning Activity Booklet (Trainer Copy) Version 1.0 Produced 28 January 2022 © Compliant Learning Resources