CHCCPRP001 Develop and Maintain Networks and Collaborative Partnership Assessment Pack

This assessment pack is for CHCCPRP001 Develop and Maintain Networks and Collaborative Partnership unit of CHC43015 Certificate IV In Ageing Support course. It includes written questions, case studies and observation skills. The pack also provides information on required materials and resources, location and completion timeframes for assessment, and reasonable adjustment in assessment. The written questions cover principles of networking and collaboration, key stakeholders, maintaining information, sourcing opportunities, understanding vision and purpose, liaising with staff, copyright and intellectual property considerations, privacy and confidentiality measures, and identifying benefits for people and organisation. The case studies and observation skills focus on practical application of the unit.

Assessment Pack
TOID 21595
CHC43015
Certificate IV In Ageing Support
TASK 1- Q&A ASSESSMENT
CHCCPRP001 DEVELOP AND
MAINTAIN NETWORKS AND
COLLABORATIVE PARTNERSHIP

RTO No: 21595 | CRICOS Code: 02634E
Unit description
This unit describes the skills and knowledge required by the worker to perform work that reflects
understanding of the structure and profile of the residential aged care sector, the home and community
sector and key issues facing older people in the community
Prerequisite Requirements
Evidence of completion of the following prerequisite requirements must be provided by the student on or
before the completion of this unit. Failure to supply evidence of completion may result in an assessment
of Not Yet Competent (NYC).
Unit Code and Title Evidence Supplied Date
Supplied
/ /20
Assessment instructions for this unit of competency
To demonstrate competency in this unit you must undertake ALL tasks in this Assessment Pack and
complete them satisfactorily. If you do not answer some questions or perform some tasks, and therefore
you are deemed to be Not Yet Satisfactory, your trainer/assessor may ask you supplementary questions to
determine your competence or ask you to resubmit incorrect answers.
In addition to completing all tasks satisfactorily, you will also be required to demonstrate satisfactorily
communication skills during some practical activities. Once you have demonstrated consistency in
performance, you will be awarded this unit.
If there is not enough space provide within this Assessment Pack students can submit the assessment
using a separate piece of paper or computer but must use the following criteria for submission:
 Students name and ID on each page including unit title and code.
 Word processed using the computer – (see trainer if unable to provide typed assessment)
 Single spaced lines – size 11 font
 Questions and numbers or tasks to be written with a space between the written answers or
response.
 Students to attach the Academia Internationals Assignment Cover Sheet with each assessment
submitted.
As part of the assessment process all students must abide by any relevant assessment policies as provided
during induction. Student to ensure all assessment work is their own and that they have read and signed
the ‘Students Coversheet’.
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Required materials and resources for assessment (where applicable)
Assessment should related to an identified work role within the relevant sector and be assessed within a
realistic simulated or actual workplace environment. Resources essential for assessment may include but
not limited to:
 The learner’s guide
 Assessment pack
 Policies and procedures associated with the workplace
 Legislative information
 Stationary requirements, pen, paper, computer and printer
 If necessary workplace equipment specific to the industry and qualification, such as:
 Computers and associated programs
 Accounting software
 Nursing equipment
 Calculator
Location of and completion timeframes for assessment
The location of the assessment will depend upon the industry sector, the qualification and the unit of
competency.
The completion of the written assessment will be undertaken either in the classroom or outside the
classroom and submitted to the trainer as per instructions and timeframes for the unit of competency and
course schedule. Assessment are usually submitted one week after the completion of the unit of
competency
Assessments for observation and demonstration of essential skills will be conducted within a realistic
simulated environment unless workplace specific. Where workplace specific assessors will conduct a
minimum of two visits to the host employer. Timeframes for workplace practical will be as per placement
agreement and industry program. The facilitator will provide information at the start of each unit relating
to assessment location and submission dates.
Reasonable adjustment in assessment
Where students have highlighted Language, Literacy and Numeracy issues reasonable adjustment to the
assessment can be made. Should you receive a ‘Not Yet Competent’ or ‘Resubmit’ result for the
assessment you will be given the opportunity to re-submit your assessment work with any amendments
requested by your trainer.
The adjustment may include actions such as:
 Student demonstrating knowledge through verbal discussion to identify correct answers
 Student demonstrating knowledge through applied skills
 Allowing additional time relating to disability
 Through consultation amending assessment timeframes
 Assistance in the form of the training location to allow easier access
 Accessing relevant equipment or aids to assist the student
 adjustments to the assessment methods to cater for any special needs (without effecting the
integrity of the outcome)
If a student requests or is identified as requiring reasonable adjustment to the training and assessment
process a detailed training and assessment plan including timetables, notes regarding the required
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RTO No: 21595 | CRICOS Code: 02634E
adjustments, and any related communications regarding the adjustments must be maintained in the
students file.
The RTO Manager must review and authorise any request for ‘reasonable adjustment’ to ensure that any
adjustments and resulting outcomes are not affecting the integrity of the training and assessment process.
TASK 1 Instructions
Written Questions – CHCCPRP001 | Written Answers
Please read all the information given to you before you start any assessment task. If you do not
understand some or all of the questions, please ask your trainer / assessor for assistance.
Attempt to answer ALL questions in your own words on the assessment paper provided. The questions
are designed to assess your understanding of the unit as well as your underpinning knowledge. If you
require additional space for your answers or prefer using a computer to submit your work please ensure
that you follow the assessment instructions for this Unit.
TASK 2 Instructions
Case Studies – CHCCPRP001 | Case Study
Please read all the information given to you before you start any assessment task. If you do not
understand some or all of the questions, please ask your trainer / assessor for assistance
Your responses to the case study will enable you to demonstrate your knowledge and problem solving
abilities within the requirements of the unit of competency
You will be assessed on your ability to:
 answer All parts of the case study and provide examples where asked
 draw on knowledge you have gained throughout the training session
 draw on different reference materials to support your responses
 communicate and express your ideas
Attempt to answer ALL questions or tasks in your own words on the assessment paper provided. The
questions or tasks are designed to assess your understanding of the unit as well as your underpinning
knowledge. . If you require additional space for your answers or prefer using a computer to submit your
work please ensure that you follow the assessment instructions for this Unit
TASK 3 Instructions
Observation Skills – CHCCPRP001 | Direct Observation
In order to be assessed as Satisfactory (S) you need to provide evidence which demonstrates that you can
perform the required competencies and tasks, to the required standard.
Competency depends on consistently demonstrating the skills, attitude and knowledge that enable you to
complete workplace tasks, confidently and in a variety of situations. The Observation Skills Checklist is a
list of skills students must be able to demonstrate while completing required assessments, classroom
based activities and as necessary actual workplace demonstration.
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 Your facilitator/assessor will observe you during classroom based activities, group or individual
discussions and as necessary workplace demonstration and sign off the relevant areas as
‘Satisfactory’ or ‘Not Yet Satisfactory’.
Please note that the Observation Skills Checklist will be completed by the Trainer/Assessor
Task 1
CHCCPRP00-Questions and Answers
1. Provide three principles that underpin networking and collaboration.
 All people are valued as the members of the community where all of them has the
opportunity to contribute towards something.
 Collobroeatores need to recognize their duties and accountabilities along with the
objectives towards activities (Zach 2016).
 Working together to accomplish a shared objective involving teamwork, feedback and
reviews through effective communication.
2. Name three key stakeholders in your networks and collaborations as a
support worker.
The major collaborators in the networks are colleagues, people assistance requirement
and health professionals. These stakeholders are helpful in developing and sustaining healthy
relationships with the individuals
3. Describe why information needed for collaborations and networking
should be maintained for currency and accessibility.
Information is necessary to be developed as it helps in developing a relationship with
friends and colleagues. It also helps in identifying friends in the government department and
organisation with an effective source of information. Informal networks help in carrying out the
work in an effective way with a better accessibility (Lewis et al. 2015). Marinating the
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information about the currency is a necessity when working in collaboration. This is because
inaccurate and outdated information may lead to delays.
4. Describe what a network can provide when sourcing opportunities for
participation.
Through the participation of issues within the workplace, they will be able to discuss over the
concerns by establishing relationships in between people and workers of the organisation network will
potentially help in developing a sense of shared fate and support by empowering workers (Rycroft-
Malone et al. 2016).
5. Describe how understanding the vision and purpose of collaboration can
help you in a practical way.
By evaluating the vision and purpose of collaboration individual will be able to act in a
professional way by undertaking all the activities to the best standards and by modelling admiration in
the organisation (Reed et al. 2015). This will allow the individual to demonstrate professionalism,
develop the moral of the group and help the individual in advertising organisation for the people who are
in need of assistance.
6. What information do you need to help you to identify opportunities and
participate in an established network?
In order to identify work-related established networks formal networks are necessary. The formal
network consists if a structured network of meetings that will help in establishing a relationship with the
colleagues. Information such as potential services, organisation and about individuals will help to
collaborate with the supportive network.
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7. Why is understanding the structure of established networks important in
facilitating effective collaborations?
It is necessary to understand the structure of formal and informal collaboration to recognise the
duties and accountabilities of the other organisation. In this context, it is necessary to identify that there
will be times when an organisation takes up a leadership role in a specific project, but the input made by
other organisation may still be a value (Reed et al. 2015).
8. Provide an example of how you can be prepared when liaising with staff
from another organisations.
For instance, Jacob has supported worker and Matt is and workers of other organisation. Matt
called up Jacob regarding a misunderstanding that has been caused by a matter of transport service to
other organisation. In order to liaise caused Jacob networked a substitute t6rasnport service to assist
Matt to travel to their organisation. Jacob dealt with the situation in a joyful and confident way with lots
of patience.
9. Describe one way to work collaboratively with others when representing
an organisation during networking or collaboration.
Collaborative working can be done by setting up a small group of colleagues and meet for lunch
to consult about work-related matters. They can also participate in informal networks using internet
platform to discuss the participation of workers
10. How do copyright and intellectual property considerations affect
collaborative practices?
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Researching on the working operations of copyrights and intellectual property will help
individuals to recognise the appropriate format of dealing with things. This is because an organisation
needs to take justified steps to protect copyright and intellectual information. Otherwise, all these may
get misused and loss owing to unauthorised access (Jackson et al. 2017).
11. How do privacy, confidentiality and disclosure considerations affect
collaborative practices?
Maintaining confidentiality and privacy represents that it is necessary to keep individual
information private. In this context, it is necessary to ensure that unauthorised people do not get to
access personal information. In the case of file confidentiality, there are different policies about y
reports and consumers to protect customer’s privacy and confidentiality (Margerum, and Robinson
2015).
12. Name three confidentiality measures you can implement that protect
people with support needs, your organisation and appropriate networks.
 Keeping files secured in a cabinet and all the files need to be reverted to the system of filling
 Digital files need to be encrypted with a password where each employee needs to have differed net
password
 Details must not be consulted with family, friends and collaborators unless they have authority to know
it.
13. How does identifying the benefits for people and your organisation affect
how you maintain networks and other work relationships?
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Identifying benefits for the people and organisation helps in building collaborative networks with
a feeling of safety where all the members’ feels supported and respected with a feeling of brainstorm
ideas to innovate (Margerum and Robinson 2015).
14. Describe three ways to improve and maintain networks and collaborative
partnerships.
 Feedback: asking for feedback from the shareholders and partners may help in recognising success and
improvements
 Study of the data: using data and documents from existing collaboration will help to identify the gaps
 Rewarding group work: recognising and rewarding teamwork will help in motivating the team.
15. List two considerations when monitoring participation networks against
benefit.
Two consideration while monitoring networks are communication problems and insufficient
resources that may create the problem.
16. What does evaluating the strengths and weaknesses of collaborations
allow you to do?
Evaluating of strength and weakness of collaborations helps in identifying the gaps present in teamwork
and thereby helps in improving those gaps in relation.
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Reference list
Jackson, D., Rowbottom, D., Ferns, S. and McLaren, D., 2017. Employer understanding of Work-Integrated
Learning and the challenges of engaging in work placement opportunities. Studies in Continuing
Education, 39(1), pp.35-51.
Lewis, G.K., Byrom, J. and Grimmer, M., 2015. Collaborative marketing in a premium wine region: the role of
horizontal networks. International Journal of Wine Business Research, 27(3), pp.203-219.
Margerum, R.D. and Robinson, C.J., 2015. Collaborative partnerships and the challenges for sustainable water
management. Current Opinion in Environmental Sustainability, 12, pp.53-58.
Reed, R., King, A. and Whiteford, G., 2015. Re-conceptualising sustainable widening participation: evaluation,
collaboration and evolution. Higher Education Research & Development, 34(2), pp.383-396.
Rycroft-Malone, J., Burton, C.R., Bucknall, T., Graham, I.D., Hutchinson, A.M. and Stacey, D., 2016.
Collaboration and co-production of knowledge in healthcare: opportunities and challenges. International
journal of health policy and management, 5(4), pp.221-225.
Zach, F., 2016. Collaboration for innovation in tourism organizations: leadership support, innovation formality,
and communication. Journal of Hospitality & Tourism Research, 40(3), pp.271-290.
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