CHCCCS015 Provide Individualised Support Learner Workbook

This learner workbook provides instructions and assessment requirements for the CHCCCS015 unit, which focuses on providing individualised support. It covers topics such as assessment instructions, plagiarism, collusion, competency outcomes, assessment appeals process, and more. The workbook includes activities, observations, demonstrations, and knowledge assessments to assess competency in this unit.

CHCCCS015
Provide individualised support
Learner Workbook

Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.

Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately .

Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:
 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.

Candidate Details
Assessment – CHCCCS015: Provide individualised support
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for CHCCCS015: Provide individualised support.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________

Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:
 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in
the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________

Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,
knowledge evidence
 Performance – evidence requirements, critical aspects of assessment, performance
evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
There is no skills activity required for this unit, as they have been covered in the previous
activities.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.

Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 Rationale and processes underpinning individualised support planning and delivery:
o basic principles of person-centred practice, strengths-based practice and active support
o documentation and reporting requirements
 Roles and responsibilities of different people and the communication between them:
o carers and family: In some cases, A care giver need to find and confirm the details of an
individualized plan with the family and carers of their client. Some clients want to
involve their family or carers in their individualized plan care. For an example, if a client
is suffering with dimentia they may not be able to fully contribute to their plan.
Therefore, it would be necessary to seek confirmation from family members or carers.
o person being supported: All the care plan should be build including clients . Some of the
work which they can do on their own shoukd be given to them to do by themself which
will help to maintain their self esteem . A carers should treat them as a person, not just a
client and their thoughts and opinions should be taken into consideration.
o health professional:
o individual workers
o supervisors
 Service delivery models in the relevant sector
 Legal and ethical requirements and how these are applied in an organisation and individual
practice, including:
o privacy, confidentiality and disclosure
o duty of care
o dignity of risk
o human rights
o discrimination
o mandatory reporting
o 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
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. What are the requirements of your role in relation to documenting and reporting support
plans and related processes?
(Ans) The requirements of role in relation to documenting and reporting support plans and
related process are:
(a) Unlikely that one person is responsible for everything.
(b) different people complete different task.
(c) need to interpret amd clarify your own role.

(d) role depends on qualification and training
(e) if you are uncertain than clarify with your trainer.
(f) dont attempt that isn't your part of role.
(g) be aware of expectations and limitation of role.
(h) avoid overstepping boundaries and ensure you don't fail to meet expectations.
(i) seek the appropriate support.
2. Describe the roles and responsibilities of each of the following groups in providing support to a
client:
 Carers and family: In some cases, A care giver need to find and confirm the details of an
individualized plan with the family and carers of their client.some clients want to involve
their family or carers in their individualized plan care. For an example, If a clientis suffering
with dimentia they may not be able to fully contribute to their plan. Therefore, it would be
necessary to seek confirmation from family members or carers.
 Person being supported: All the care plan should be build including the clients. A carers
should treat them as a person, not just a client and their thoughts and opinions shoukd be
taken into consideration. This will ensure that the clients feels important and lije their
wishes are being taken into consideration.
 Health professionals: health professional will help the client to build an individualized plan
care which will benefit them in every way . They will go through their weekness where
they need to improve to bring out a positive result in a client.
 Individual workers:
 Supervisors.: They will evaluate the condition of the client , their improvement from the
intial point and will make a further plan .
3. Outline the legal and ethical requirements for the following:
 Privacy, confidentiality and disclosure
 Duty of care
 Human rights
 Discrimination
 Mandatory reporting
 Work role boundaries – responsibilities and limitations.
(Ans). All workers regardless of their feild or orofession, operatre
4. There are a number of factors that may affect a person requiring support. For each of the
following factors, give an example of how a person requiring support may be affected, both
personally, and in relation to their support plan.
 Finances
 Housing
 Relationships
 Mental health
 Bereavement
 Illness
 Career issues.

5. Which practices can you undertake to ensure that you maintain and develop your own work
skills? Name at least two.
In order to monitor my efficiency of work I would like to collect feedback from my peers. At the
same time, I would like to maintain a reflection note on daily basis. The first technique is more
suitable for evaluation based monitoring where the second monitoring standard is suitable for
reflection based monitoring practice. After assessing my current characteristics including strength,
weakness, opportunity and threat, I would discuss with my peers and supervisor regarding personal
and professional development plan. Both meeting and discussion as well as brain storming could be
helpful in this case.
6 Define ‘unmet needs’ and give an example from your personal work experience with a client.
Where this is not possible, give a hypothetical scenario. Ensure that you maintain the
anonymity of your clients.
The set of expectations and required treatment plans, which have been committed to the
patient and their family from the caregivers are calls the needs. The set of requirements that are
not been meet by the current care giving plan are called unmet needs. Personal ethics of any
client can be violated by the caregiver.
7 What are the risk management procedures that you undertake in your own job role? How do
you recognise and respond to risk?
To recognise and response the risk I need to assess my risk reporting and hazard identification
procedure. The feedback collection from clients could be also very helpful in this case. To respond
the risk I will conduct a meeting with my peers is the presence if my supervisors. Through, group
discussion and brainstorming both mitigation and contingency plan for the risks could be developed
efficiency.

Summative Assessments: Knowledge Activity checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

Assessor’s signature