CHCDIS405A Facilitate skills development and maintenance

Contents
Contents
Before you begin
What you will learn
Competency standard
What is expected of a Certificate IV learner
Assessment
Employability skills
How to work through this unit
Resources
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Introduction: Facilitating skills development and maintenance 1
Chapter 1: Assessing the learning ability and needs of 3
the person
1.1 Assessing the person’s skills development/maintenance needs 4
1.2 Identifying skills development or maintenance opportunities 12
1.3 Documenting assessment outcomes according to organisation guidelines 15
1.4 Making referrals to other staff or specialist services 18
Discussion topics 20
Chapter summary 20
Checklist for Chapter 1 20
Assessment activity 1: Assessing the learning ability and needs of the person 21
Record your employability skills 22
Chapter 2: Developing a person-centred skills development 23
and maintenance plan
2.1 Engaging the person with a disability in identifying their learning goals 24
2.2 Identifying learning strategies to address the person’s goals 28
2.3 Developing a formal person-centred skills development/maintenance plan 31
2.4 Documenting the person-centred skills development/maintenance plan 36
Discussion topics 38
Chapter summary 38
Checklist for Chapter 2 38
Assessment activity 2: Developing a person-centred skills development 39
and maintenance plan
Record your employability skills 40
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CHCDIS405A Facilitate skills development and maintenance
Chapter 3: Implementing the skills development/maintenance 41
plan
3.1 Implementing skills learning and maintenance strategies in a motivating, 42
empowering and respectful manner
3.2 Ensuring the skills development/maintenance plan is implemented 45
consistently
3.3 Accessing and using equipment and resources to facilitate learning 48
3.4 Maintaining records to demonstrate the person’s achievements and to 51
assist with monitoring and review of the plan
Discussion topics 53
Chapter summary 53
Checklist for Chapter 3 54
Assessment activity 3: Implementing the skills development/maintenance plan 55
Record your employability skills 56
Chapter 4: Evaluating skills development and reviewing 57
the plan
4.1 Providing feedback about the person’s progress towards learning objectives 58
4.2 Reviewing records, evaluating and changing the skills 62
development/maintenance plan
4.3 Identifying opportunities to maintain and enhance skills in an ongoing way 65
Discussion topics 67
Chapter summary 67
Checklist for Chapter 4 68
Assessment activity 4: Evaluating skills development and reviewing the plan 69
Record your employability skills 69
Chapter 5: Using incidental learning to enhance skills 71
development
5.1 Identifying informal learning opportunities and encouraging learning 72
5.2 Withdrawing support to encourage experiential learning 77
5.3 Providing prompt and constructive advice and feedback 80
5.4 Providing encouragement when the person takes initiative 83
5.5 Identifying and describing informal learning opportunities in 87
the context of policies and procedures
Discussion topics 88
Chapter summary 89
Checklist for Chapter 5 89
Assessment activity 5: Using incidental learning to enhance skills development 90
Record your employability skills 91
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Contents
Final assessment: CHCDIS405A Facilitate skills development 93
and maintenance
Employability skills 98
Glossary 99
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Chapter 3: Implementing the skills development/maintenance plan
3.4 Maintaining records to demonstrate the
person’s achievements and to assist with
monitoring and review of the plan
Maintaining records to demonstrate the person’s achievements has a dual purpose;
records monitor a client’s progress as well as being a tool to share information with
other members of the support team.
Maintaining the skills development plan
Once you have drawn up your client’s skills development plan, maintaining records
and monitoring progress primarily involves recording any ‘evidence of achievement’ of
expected learning outcomes.
As a supervisor or support worker you must record what you have observed the client
perform in order to monitor and review their development.
When making and recording observations:
• record only what you have observed yourself; for example, ‘Shirley was able to wash
her upper body unassisted this morning as part of her shower routine’
• if you are reporting what someone has told you, quote their exact words and attribute
them to the speaker
• state the number of times the activity was performed and under what conditions
• sign and date all entries
• consider a reward system like stars to show achievement.
Care plan
As a supervisor you record any changes that need to be made to the client’s care plan
as a result of either an increase or a decline in their skill level. These changes should be
discussed with the client and an amended care plan documented and signed by yourself
and the client. You then need to make sure all support workers are informed of the
changes.
Rosters
Once you have amended the care plan, a supervisor needs to adjust rosters to cater
for this amendment. Most organisations have a computer-based rostering system you
update with any changes to the duties to be performed or changes to the support workers
providing the service.
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CHCDIS405A Facilitate skills development and maintenance
Work instructions
When new procedures are added to a client’s program, you may need to write a detailed
work instruction to ensure consistency in the way the procedure is performed. You
may also require the assistance of other health professionals; for instance, if you
are introducing a program of stretching exercises you may need the assistance of a
physiotherapist to write the work instruction. Check your workplace guidelines, as any
work instructions form part of the quality system.
Guidelines
Where the change in a client’s skill level requires a change to guidelines, you need to
follow workplace procedures as this also involves a change to the quality system. An
example would be if you change guidelines for support workers assisting clients to
access an ATM.
Communication books
A communication book is used to communicate information between support workers,
the family, the client and other relevant health professionals. It remains in the client’s
home and is an open document for all to see. Entries must be fact, not opinion; report
only what you have observed. All entries should be signed and dated.
File notes
When you have had a face-to-face discussion with your client regarding their skills
development progress, record the conversation in a file note. Follow workplace
procedures, as file notes are a legal record of dialogue.
Staff meetings
A client’s skills development requirements may be discussed at a staff meeting. In order
to disseminate information, it should be shown on the agenda and minuted.
Training or information sessions
Where training or an information session is run for staff who will be working with a
client in their skill development, this information should be recorded as a client file note
and in the support worker’s training record.
Case management meetings
A formal agenda and minutes should be recorded for case management meetings. This
is usually undertaken by the case manager.
The following example describes poor and good reporting of a situation.
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Chapter 3: Implementing the skills development/maintenance plan
Example
You are providing assistance to Jimmy to learn to dress himself in the morning. Jimmy is 19
years old and has cerebral palsy. It is one of Jimmy’s performance criteria that he be able to
live independently.
This morning when you are dressing him, you suggest that he tries to do up the buttons on his
shirt for himself. Jimmy tries to do this, but is unsuccessful because of his lack of fine motor skills.
Three times he tries to get the buttons through the holes. He then shouts at himself for not being
able to do it. You intervene and assist him to button his shirt.
The following example shows good and poor recording in a communication book.
Poor reporting:
Jimmy got frustrated getting dressed this morning.
Good reporting:
Jimmy attempted to do up the buttons on his shirt three times this morning and then needed
assistance from me to achieve this. (signed and dated)
Practice task 12
In Chapter 1 you talked to an experienced person about the records they keep. Review your
findings from that discussion, making a list of what documents you would need to complete to
monitor skills development.
Discussion topics
Learners in a classroom can form a discussion group or have a debate. Those in the
workplace might like to brainstorm these ideas with their colleagues. If you are learning
independently, you might like to set up a chat room with other learners or ask a friend
for their opinion.
• Keeping people motivated is the key to achieving the learning outcomes of the skills
development plan.
• Witnessing someone develop new skills, and the satisfaction that comes from it,
can be the most inspiring aspect of working with people with disabilities. Give
examples.
• ‘Balancing a client’s right to dignity of risk with our duty of care can be difficult.
Some times I just want to jump in and help.’ Discuss this statement.
Chapter summary
•
•
•
Your client learns best when you provide a supportive learning environment that
encourages this development.
In order to promote your client’s development information must be shared with all
relevant people and consistency assured in implementing the skills development
plan.
There are aids and specialised equipment you can access to make learning easier for
your client.
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CHCDIS405A Facilitate skills development and maintenance
•
•
In some cases, clients may require extra resources to support them carry out
functions such as turning pages, taking notes or to help with health needs during
formal training sessions.
You must monitor and record client progress accurately against their development
plan and all other relevant documentation.
Checklist for Chapter 3
Tick the box when you can do the following.
Implement skills learning and maintenance strategies in a motivating, empowering
and respectful manner
Ensure the skills development/maintenance plan is implemented consistently
Access and use equipment and resources to facilitate learning
Maintain records to demonstrate the person’s achievements and to assist with
monitoring and review of the plan
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Chapter 3: Implementing the skills development/maintenance plan
Assessment activity 3
Implementing the skills development/
maintenance plan
The following table maps the assessment activity for this chapter against the element
and performance criteria of Element 3 in CHCDIS405A Facilitate skills development and
maintenance. The activity has been designed for all learners to complete.
Part Element Performance criteria
Whole activity 3 All
Read the case study, then answer the questions that follow.
Case study
Kathleen is a supervisor with an organisation that provides services to older people and people
with disabilities. Kathleen is asked if she can meet with a new client, Duane, who has had a stroke
and is about to return home. Kathleen is to assess what services Duane needs to be put in place
to assist with his rehabilitation.
Kathleen visits Duane and talks to him about his needs. Duane’s goal is to regain full mobility so
he can continue to live on his own. As a result of the stroke, Duane’s balance is impaired and he
is very slow and unsure in his movements.
Kathleen talks to Duane for about an hour and discusses a support program with him. They
decide he needs home care twice a week and personal care every morning until he gains
enough confidence to be able to shower himself. Duane tells Kathleen that he wants to continue
his weekly session with a physiotherapist as part of his rehabilitation. She encourages him to
do this, suggesting she arrange transport as part of his program. Kathleen also suggests she
organise a walking frame for Duane to use around the house to help with his balance.
Upon returning to the office Kathleen draws up a service delivery plan and enters Duane’s details
on the database. She phones two support workers, Jenny and Pallini, to organise home care
and personal care, briefing both on Duane’s goal of becoming independent and the details of
his program. These details are also recorded on Duane’s care plan for the support workers to
see. Kathleen also organises the hire of a walking frame, ensuring it is there when Duane arrives
home from hospital.
Jenny calls on Duane twice a week to provide home care. She gets on well with Duane and he
often chats to her about how he used to go swimming in the bay each morning. Jenny suggests
that Duane may like to try swimming again as part of his rehabilitation. After completing her
shift, Jenny makes a note of this conversation in the communication book and gives Kathleen a
call to tell her.
Pallini assists Duane to shower each morning. Duane undresses in the bedroom and then uses
his walking frame to go to the bathroom where Pallini assists him to sit on a shower chair. She
turns the water on for him and he can then wash himself.
In the second week Duane decides he will try walking to the bathroom without the walking
frame. Pallini assists and he manages to walk to the shower chair on his own. Pallini records this
in the communication book so Jenny will know. She also phones Kathleen to tell her of Duane’s
progress, which Kathleen notes on Duane’s development plan.
continued …
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Final assessment: CHCDIS405A Facilitate skills development and maintenance
Final assessment
CHCDIS405A Facilitate skills
development and maintenance
To be assessed as competent in CHCDIS405A Facilitate skills development and
maintenance, you must provide evidence of the specified essential knowledge and skills.
Details of the essential knowledge and skills can be found in the ‘Before you begin’
section of this workbook.
Assessment mapping
The following table maps this final assessment activity against the elements and
performance criteria of CHCDIS405A Facilitate skills development and maintenance.
Part Element Performance criteria
A All All
B All All
C All All
Detailed mapping of this workbook against the methods of assessment, the elements,
the performance criteria and essential skills and knowledge is available in the Aspire
Trainer’s and assessor’s guide for this unit.
The following activity forms part of your assessment of competence. You may also need
to provide various workplace documents or third-party reports. Your trainer will give
you guidance in this area.
The following activity has been designed for all learners to complete.
Part A:
Essential skills
Your trainer needs to observe you demonstrating the following essential skills in your
workplace or in a simulated environment.
Essential skills
Demonstrate how you:
• understand and adhere to own work role
and responsibilities.
Demonstrate how you:
• follow organisation policies and protocols.
Demonstrate how you:
• liaise and report to relevant personnel.
Example
Tell your trainer/assessor what you would say
if the client asked you to do something that
wasn’t in your job description.
Show your trainer/assessor a copy of an
incident report you have written.
Show your trainer/assessor an entry you
have written in the communication book.
continued …
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Glossary
Glossary
Acquired disability: An acquired disability is where impairment arises after birth as a
result of a disease or trauma.
Active support: Active support is assisting people in a way that ensures individuals are
involved in learning skills that can contribute to their own support: doings things with
people rather than for them.
Advocate: An advocate helps their client make decisions about their care. An advocate
may attend discussions about their client’s support and care. They make sure their client
receives the service they want and need.
Auslan: Auslan stands for Australian sign language. It is a language of signs, body
movements and facial expressions used by deaf people or by an interpreter between a
hearing and deaf person. It is only used in Australia.
Cognitive: Cognitive function refers to how people think, learn and judge.
Communication board: A communication board allows an individual to communicate
their needs or feelings in a nonverbal way. It includes frequently used letters, words or
pictures that the person can point or gesture to.
Confidentiality: Confidentiality is an obligation that restricts an individual or
organisation from using or disclosing information about a person that is outside of the
scope for which the information was collected.
Dignity of risk: Dignity of risk means that a person has the right to make their own
choices and to take risks. It is the role of the community worker to ensure the individual
understands the risks they are taking and therefore is making an informed choice.
Duty of care: Duty of care is the term used to describe the obligations employers and
employees have to each other and those they are caring for. It includes making sure
you provide appropriate care to meet the person’s needs, treat them with respect and
maintain a person’s right to privacy.
Fine motor skills: Fine motor skills involve precise controlled movement of the hands
and fingers. Typically the skills are grasping, manipulating and hand–eye coordination.
Examples are writing, pushing small buttons, using scissors or playing the piano.
Gross motor skills: Gross motor skills are movements involving the arm, leg, or feet
muscles or the entire body. Things like crawling, walking, running and jumping are
gross motor skills.
Incidental learning: Incidental learning is not planned or intentional. It occurs when
people learn skills from everyday life activities such as conversations, observing things,
trial and error. For example, social skills are often learnt through day-to-day activity.
Person-centred approach: A person-centred approach to service delivery ensures that
the person accessing a service is central to service delivery; responds to the whole person
and focuses on a social model of care rather than a medical model of care.
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