CHCCSM005 Develop, facilitate and review all aspects of case management

Assessment Booklet

CHCCSM005

Develop, facilitate and review all aspects of

case management

CHCCCS004

Assess co-existing needs

CHCCSM004

Coordinate complex case requirements

Student Name:

Student Number:

Intake Date:

CHCCSM005 Develop, facilitate and review all aspects of case management CHCCCS004 Assess co-existing needs CHCCSM004 Coordinate complex case requirements

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ASSESSMENT COMPETENCY RECORD

This form is to be completed by the assessor and used as the final record of the student competence in these discipline. All student submissions including any associated documents and checklists are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.

Student ID Final Assessment Submission Date:

Student Name

Assessor Declaration

In completing this assessment, it is confirmed that the participant has demonstrated all unit outcomes through consistent and repeated application of skills with competent performance.

Evidence is confirmed as: ❑ Valid ❑ Sufficient ❑ Current ❑ Authentic

Please attach the following documentation to this form Result

FINAL ASSESSMENT

RESULT:

❑ Competent (C)

❑ Not Yet Competent

(NYC)

Assessment Task 1 ❑ Case study S / NS

Assessment Task 2 ❑ Project S / NS

Assessment Task 3 ❑ Project S / NS

Assessment Task 4 ❑ Project S / NS

Assessment Task 5 ❑ Case study S / NS

Assessment Task 6 ❑ Written/Oral Questions S / NS

Attempt Date Assessor’s feedback (as required):

1

2

3

Final Feedback:

DO NOT SIGN BELOW UNTIL FINAL ASSESSMENTS RESULT IS GRANTED BY THE ASSESSOR.

Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.

Signature: _______________________

Name: __________________________

Date: ____/_____/_____

Student: I declare that I accept the assessment competency outcome and consider the feedback of my assessor positively. I also declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.

Signature: ______________________

Date: ____/_____/_____

Administrative use only:

Entered into Student Management Database

❑ Signature/Initial ________________ Date: ________________

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Unit Code/Name CHCCSM005 Develop, facilitate and review all aspects of case management

Pre-requisites N/A

Co-requisites N/A

Unit Summary

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.

Conditions and context of the assessments

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.

Unit Code/Name CHCCCS004 Assess co-existing needs

Pre-requisites N/A

Co-requisites N/A

Unit Summary

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.

Conditions and context of the assessments

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.

Unit Code/Name CHCCSM004 Coordinate complex case requirements

Pre-requisites N/A

Co-requisites N/A

Unit Summary This unit describes the skills and knowledge required to coordinate multiple service requirements for

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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.

Conditions and context of the assessments

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.

Assessment venue

This assessment will be conducted in the CAC classroom or simulated workplace environment or at actual designated workplace:

• Address of actual designated workplace:

……………………………………………..

……………………………………………..

……………………………………………..

Specific Resources Required

Candidate will need access to:

▪ Computer with Internet and email access and a working web browser

▪ Installed software: MS Word, Adobe Acrobat Reader

▪ Access to legislation and protocols relevant to the community services industry, social work and case management, including codes of conduct, practice standards, etc.

▪ Video camera or a mobile phone with video and audio recording capabilities

▪ Three (3) volunteers for the roleplay activities

▪ Access to a document printer or printing services

Re-assessment

To gain competency you need to get Satisfactory (S) result in all the tasks. If Not Satisfactory (NS)

result is given even for a task you will be deemed Not Yet Competent (NYC). Students who are

unsuccessful at achieving competency at the first attempt will be offered coaching, information and

additional time (other needs if required) before a second and possibly a third attempt is made. If the

student is not able to satisfactorily complete the assessment after the third attempt the student will

be deemed Not Competent and resulted as such. The student may re-enrol in the qualification at a

later date to gain successful completion of the unit/s.

For further details, refer to CAC Assessment Policy and Procedure. https://cac.edu.au/policies-and-

procedures/

Plagiarism

CAC considers plagiarism and cheating as serious student misconduct and this may result either in a

student’s exclusion from a unit or course or may have to complete a re-assessment depending on

individual case. Refer to CAC Plagiarism & Cheating Policy and Procedure.

https://cac.edu.au/policies-and-procedures/

Complaints and appeal Where a student wishes to appeal an assessment decision they are required to notify their assessor

in the first instance. Where appropriate the assessor may decide to re-assess the student to ensure a

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fair and equitable decision is gained. The assessor shall complete a written report regarding the re-

assessment outlining the reasons why assessment was or was not granted. Refer to CAC Complaints

and Appeals Policy & Procedure for details.

https://cac.edu.au/policies-and-procedures/

Assessors Intervention

Assessors are to check that the student is ready for assessment, and defer the assessment if they are

not. It is important that assessors do not teach at the assessment but allow students to competence

for themselves.

Feedback is to be given at the completion of the assessment using the feedback to student. If a

student does not meet a standard, the assessor is to sit down with them and assist them in their

understanding. Should you disagree with the assessment outcome, you can appeal the decision as

stated in the Student Handbook.

Your student record must indicate that you have all required skills and knowledge in completing the

task. For each assessment, the assessor is to act as a supervisor and not interfere with the assessment.

If the assessment activities will impact on your safety or that of others, the assessment must be

stopped immediately.

Attaching documents Attached documents are accepted but must be labelled with the following information:

Unit Name and Title, Students name, Student ID, Date of Submissions, Student signature.

Assessment Instruction

Assessment is mapped to the unit and must be completed by the end of each unit. For answers to

written questions, reports and projects, you must:

• Print clearly in black or blue pen or type it as a word document

• Answer each of the key points and /or follow instructions

• Assessments written in pencil or are illegible will not be accepted.

Please NOTE: Student has to submit each and every assessment task. Ask your assessor if you do

not understand any part of the assessment. Whist your assessor cannot tell you the answer, he/she

may be able to re-word a question or instruction to assist in a better understanding for you.

Case Study

Assessment Task 1:

Based on the case study, students are supposed to:

Task 1: Answer the questions

Task 2: Perform role play activity

Task 3: Perform role play activity

Task 4: Document outcome of the interview

Task 5: Analyse information and prioritise needs

Assessment Task 2:

As part of the planning process, students are supposed to:

Task 1: Develop an appropriate case management plan

Task 2: Perform a roleplay activity

Assessment Task 3:

As part of monitoring and reviewing, students are supposed to:

Task 1: Review of a care plan

Task 2: Communicate the outcomes of the review

Assessment Task 4:

As part of case closure and exit, students are supposed to:

Task 1: Write a case closure summary

Task 2: Write a reflective journal

Assessment Task 5: Based on the case study, students are supposed to:

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Task 1a: Analyse information and identify needs

Task 2a: Interpreter arrangement

Task 1b: Analyse information and identify needs

Task 2b: Interpreter arrangements

Assessment Task 6:

This is a written assessment that will test student’s knowledge. This assessment may be completed

over the duration of the training days. As the students learn, practice and review knowledge and

skills, students will keep Assessment Task 6 in front of them and answer the questions as the

information becomes clearer. At the beginning of each review session students will be given a few

minutes to familiarise themselves with the questions. Students will be given extra time at the end of

the day to complete this assessment or to clarify facts with the Trainer/Assessor

Competency Decision

Student must satisfactorily complete each assessment tasks to be Competent (C) in the unit.

Student with unsatisfactory completion of any of the assignment tasks will be deemed Not Yet

Competent (NYC).

Reasonable adjustment

To meet the needs of all learners’ adjustments can be made to the way assessments are conducted but not to the requirements of

the assessment. The purpose of these adjustments is to enhance fairness and flexibility so that the specific needs of students can

be met.

CAC will take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for

students with disability and learning difficulties.

Reasonable adjustment provided Reason for reasonable adjustment Outcome

❑ Educational and bilingual support

❑ Presenting questions orally

❑ Presenting work instructions in diagrammatic or pictorial form instead of words and sentences

❑ Extra time to complete a course or assessment

❑ Others:

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Instructions to Assessor

This is a compulsory assessment to be completed by all students. This assessment tests the student’s ability to understand

the underpinning generic knowledge related to the units of competency.

Reasonable adjustment applies here, and while the majority of students will complete this assessment as a written

assessment, verbal assessment may be an option for those who need it. Assessor must use the response guide as the

principal marking tool unless reasonable adjustment is demonstrated.

The Assessor Guide provides model answers to all the questions, setting out which key responses must be included, as

well as indicating where flexibility is acceptable.

Where there is a number of responses required, this is specified to avoid ambiguity. In these cases, the model answer will

provide a list of possible answers. For instance, if a question requires the student to list three (3) examples, then their

response must include three of the items listed in the model answer.

Note to assessors: Contact details are requested from observers in the feedback forms in case you will have to call them to verify content of

the feedback forms.

IMPORTANT REMINDER

Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the

units relevant to this cluster.

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INSTRUCTIONS TO CANDIDATE

The questions in this workbook are divided into two categories: Knowledge Assessment and Case Studies.

The questions under Knowledge Assessments are all in a short-answer format. The longer questions, requiring creative

and analytical thought processes, are covered in the Case Studies assessment. You must answer all questions using

your own words. However, you may reference your Learner Guide and other relevant resources and learning materials

to complete this assessment.

Some questions cover processes you will likely encounter in a workplace. Ideally, you should be able to answer these

questions based on the processes that are currently in place in your workplace. If this is not the case, then answer the

questions based on processes that should be implemented in your workplace.

Accessing Intranet Pages and External Links

There are instructions in this workbook that will refer you to intranet pages and or external links. These intranet pages

and external links are formatted in Blue Underlined Text.

To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Mac users while clicking on these

links.

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CASE STUDIES

Instructions to Assessor

This assessment supports the industry requirement of working with clients as a case manager in community services. In

real life, case managers will be required to assess the diverse and multi-faceted needs of people, and determine both

internal and external services required to meet those needs; undertake case management meetings to plan, monitor and

review service provision; and, coordinate multiple service requirements for clients with complex needs within a case

management framework. This assessment will demonstrate the candidate’s ability to use analytical and thinking skills in

such situations.

Instructions to Candidate

These case studies are a hypothetical situation which will not require you to have access to a workplace, although, your

past and present workplace experiences may help with the responses you provide. You will be expected to encounter

similar situations to these in the future as you work with clients with clients as a case manager in community services.

In real life, case managers will be required to assess the diverse and multi-faceted needs of people and determine both

internal and external services required to meet those needs, undertake case management meetings to plan, monitor and

review service provision, and coordinate multiple service requirements for clients with complex needs within a case

management framework. This assessment will allow you to demonstrate your ability to use analytical and thinking skills

in such situations.

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CASE STUDY

Philip

SCENARIO

Philip is a 36-year-old man who is married with two children.

He has been homeless for almost a year now. He may not fit

the stereotypical story of a homeless person because not so

long ago, he was living a healthy life with his family. But, when

he lost his job, he found himself in a downward spiral.

Philip and his wife rented a two-bedroom apartment in a safe

neighbourhood. Philip liked his job as a delivery driver for a

large food service distributor, where he had worked for more

than five years. He was working towards getting the supervisor position in the next year. Philip’s wife was a stay-at-

home mom.

Philip has never been seriously ill, although he smokes half a pack of cigarettes each day and drinks socially a couple

times a month.

One afternoon, Philip’s company notified him that they were laying him off along with more than a hundred other

employees. Though he was devastated, he was not at all worried because he and his wife had some savings they could

use for rent and other bills, in addition to the unemployment payments he would receive for a few months.

Philip searched aggressively for jobs in the newspaper and online, but nothing worked out. He began to have feelings

of anger and worry that led to panic. His self-esteem fell, and he became depressed. When Philip’s wife was hired

part-time to work in a school canteen, the couple felt better about finances. But demoralised by the loss of his job,

Philip started to drink more often.

With the drinking becoming more regular, Philip and his wife started to argue more often. Then, about six months

after losing his job, Philip stopped receiving Centrelink payments. That week, he went on a drinking binge that ended

with another argument with his wife. In the heat of the fight, he struck her. The next day, Philip’s wife took the

children and moved in with her parents. Philip was also evicted from the apartment on the same day because he was

unable to pay rent.

Philip tried to reconcile with his wife, but she said she had had enough as he is becoming more angry and violent.

Over the next few months, Philip asked friends and family members if he could board with them for a couple of

days. They reluctantly agreed but his heavy drinking and anger only got worse, and his hosts always asked him to

leave.

Finally, when Philip couldn’t ask help from anyone anymore and he didn’t have a place of his own, he started sleeping

at the park. For a couple of nights, he also stayed at a shelter run by a church. Each morning, he had to leave the

shelter at 5 AM. He walked the streets all day and begged for money to buy alcohol.

Philip was referred to your service (Operation Hope) by the community hospital, after he was taken to their

emergency department due to injuries caused by some teenage boys who jumped him in the park, beat him up and

stole his backpack. He was discharged after a day and was screened as “homeless”.

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ASSESSMENT TASK 1 – CASE STUDY

Student ID

Student Name

This cover sheet is to be completed by the student and assessor and used as a record to determine student competency in this assessment task

Student Declaration: I declare that the work submitted is my

own, and has not been copied or plagiarized from any person or

source.

Signature: ___________________________

Date: ____/_____/_____ <

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