CHCDIS001 Contribute to Ongoing Skills Development Using Strengths Approach

This learner workbook is for CHCDIS001 unit of competency. It covers the skills and knowledge required to contribute to ongoing skills development using a strengths-based approach. It includes assessment instructions, requirements, and appeals process.

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
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CHCDIS001
Contribute to ongoing skills development using a
Strengths-based approach
(Learner Workbook)

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
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CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
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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.

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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.

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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DOCUMENT CODE: 118, VERSION: APRIL 2018
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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 .

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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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.

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Candidate Details
Assessment – CHCDIS001: Contribute to ongoing skills development using a
strengths-based approach
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for CHCDIS001: Contribute to ongoing skills development using a strengths-
based approach.
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: ____________________________________________________________

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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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.

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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DOCUMENT CODE: 118, VERSION: APRIL 2018
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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: ___________________

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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DOCUMENT CODE: 118, VERSION: APRIL 2018
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Assessment Level A
1. Contribute to skills assessment
A1: How can staff observe a client’s skills and competencies, in a manner that respects the client’s rights and
dignity?
(1.1)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
A2:
a) Other than the person with a disability, who else might be engaged in the skills assessment process?
Provide six examples.
b) How might the following relevant others be engaged, where appropriate?
 Relatives
 Carers
 Teachers
(1.2)
Learner Response
It is very important to treat the client with dignity and respect when conducting observations.
A staff should carry out various tests to ascertain the skills and competencies of the client in a
way that considers the dignity and rights of the client. The tests include client's dressing, eating
habits, working style, grooming, household tasks, recreational activities, meal preparation,
transport, communication, money handling and personal hygiene. To respect the client's
dignity, the staff should carry out the above tests in different settings that may encompass the
client's own dwelling, community centers, training agencies, open employment settings,
specialized residential dwellings, shared residence, and voluntary agencies.
The following may also be engaged in the skills assessment process:
-Friends
-Family
-Carers
-Behavioral consultants
-Educational psychologists
-Development officers
-Employment officers

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
A3: Perform an observation of set tasks carried out by learners with disabilities.
Write up the observation including:
 Tasks set
 Problems encountered
 Time is taken for completion
 Recommendations
(1.3)
Learner Response
Tasks Set
Observations are made to:
-Determine whether the disabled learners are making progress
-Help in predicting behavior
-Provide the information about the disabled learners interests and establish relationships
-Address the challenges such as emotional, healthcare challenges, and poor hygiene that may be
exhibited the disabled learners
-Improve the communication strategies between the disabled learners and the carers
-Increase the morale of both the disabled learners and the staff
-Enhance protection and safety of both the disabled learners and the staff
Engagement of Relatives
The relatives may explain more personal information about the client. The personal information
may include the interests of the client, the client's personality, skills known by the client, skills
not known by the client and the most favorable environment for the client. Nevertheless, it is
very important to be cautious with relatives as they might want to insert their own individual
input in the plan of the client. This will contradict with the person-centered approach and
consequently deter the empowerment of the client.
Engagement of the Teachers
Teachers may be aware of the factors that motivate the client, approaches that lead to positive
responses from the client as well as techniques that lead to negative responses from the client.
Therefore, teachers may provide advice on how the clients develop new skills effectively and
what the clients comprehend quickly.
Engagement of the Carers
The carer thinks about the type of support and care relevant to the client by considering all the
aspects of the client's needs. For instance, the carer can advice on the most favorable
environment or setting for the client.

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
A4: What changes in client’s status may impact on skill development and maintenance? Provide at least five
examples.
(1.4)
Learner Response
The changes in priorities of the client may affect skill development and maintenance. Therefore
it is important to remember that the plan should be based on the individual goals of the client.
Changes in the daily active support of the client may affect skill development and maintenance
as the plan may not include every circumstance. Upon the reviewing of the plan, it can be
revealed that some items may be missing and therefore the plan may not be meeting the needs
of the client.
The impairments of the clients may change and affect the skills and development needed by
the client.
The environment of the client may also change and upon the introduction of new or removal of
old ones, the skills and development of the client may be affected. Such situations may
facilitate the need of incorporating environmental changes in the client's plan.
The family life of the client may change and affect the skills and development of the client. For
instance, the clients may have reduced family support and therefore need more development
and support in fields they previously lacked.
Lastly, the client may also develop specific skills to such an extent that the plan may require to
focus on more detailed or new skills.
Problems Encountered
The problems encountered include the negative signals among the disabled learners. They
encompassed lack of enthusiasm displays, looking away and not concentrating, and yawning.
The challenges led to learners being angry in case they were asked questions and
unwillingness to engage with the staff.
Time
The time taken for set tasks observation was thirty minutes so that the learners could not lose
interest.
Recommendations
One should always pay attention to when focusing on the suitable stimuli and be alerted during
the whole process.
One should always be aware of background of the disabled learners, behavioral meaning and
strive to obtain information in psychological reports, social files, legal documents, case notes
and logs.
One should always be objective by separating their own prejudices and bias from what they
observe. Therefore, conscious decisions should be made to enhance objectivity.
One should always be strategically positioned so as to see the disabled learners clearly. This
case, participant observation is significant for obtaining a clear view of the disabled learners
while at the same time appearing not to be prying.

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
2. Assist with ongoing skills development according to individualised plan
A5:
a) What are living activities? Give three examples.
b) What questions might you need to establish to know how to encourage this client to engage in living
activities? Provide three examples.
(2.1)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
Living activities are the things which disabled people and normal people have in common.
Thus, the disabled people are entitled to the same lifestyles as any other person.
Examples of living activities include:
-Employment and education
-Lifestyle and recreational activities
-Legal rights such as human rights
The questions to be asked in order to engage the people living with disabilities include:
-What types of activities they prefer to indulge in
-Whether they satisfactorily engage in activities they like doing
-Whether they still relish the things they like doing

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A6:
a) How does the social model differ to the medical model of disability?
b) Select and explain the main principles behind three of the following approaches:
 The social model of disability
 The impact of social devaluation on an individual's quality of life
 Competency and image enhancement as a means of addressing devaluation
 Practices which focus on the individual person
 Strengths-based practice
 Active support
 Person-centred practice
 Rightful place in community
 Community education and capacity building
 Self-determination
(2.2)
Learner Response
The social model of disability is based on the belief that disability is constructed on social
grounds. It differs with the medical model of disability which is based on the notion that
disability is a health condition.
The social model view disability as an outcome of the interaction between people living with
disability and a setting filled with attitudinal, social, communication and physical barriers,
something which differs with the medical model of disability which considers disability as being
abnormal and therefore requires treatment (a health condition attended to by medical
professionals).
Person-Centered Approach
This strategy places an individual at the core of any care, help, decision, assessments and
policies. It considers that they are more aware than any other person who provides services
and support what they clients need. Thus, the approach is all about motivating and empowering
the client as an individual. The approach also motivates the clients to make decisions about
their own lives.
Rightful Place in Community
The rightful place in the community of a disabled person is similar to that of any other
individual. However, as indicated by the the social model of disability, the rightful place rarely
exists for disabled people as the society may create barriers making it difficult for the disabled
to claim their rights.
Self-Determination
This theory underlies the decisions that individuals make without control or influence from other
persons. The theory focuses on empowering the disabled to identify decisions that influence
their lives.

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Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
A7:
a) What are the main principles of the following approaches to identifying strengths?
 Solution-focused therapy
 Narrative
b) What strengths might a client have?
c) Why is it important to acknowledge the client as their own expert?
d) How can you work in a way that acknowledges this?
e) List and describe three types of questions you might ask a person to identify their goals and strengths.
(2.3)
Learner Response
Solution-Focused Therapy
This approach focuses on what an individual aims to achieve rather than the challenges that
compelled them to seek help. The approach encourages the disabled to identify their own
solutions and ways of achieving their aims. This can result in dramatically diverse interventions
and thoughts when looking for solutions to the problems. Thus, the approach focuses on future
aspirations and pays attention on the life that lacks problems.
Narrative
This approach can be adopted to assist in elucidating strengths of communities and individuals. It
focuses on the assumption that anything hidden in a problem is a narrative of resilience and
strength. Generally, it needs the re-framing of the incidence to indicate any exceptional strength
situations of resilience stories. The narrative practice is based on the principle that individuals
leave their lives by stories created through experiences, which then highlight their future
experiences. Thus, the users of this approach will never handle the presented problem directly
but will identify the ways of strengthening the person's ability to be resilient and tackle the
problem. Also, a vital part of the narrative approach is the consideration that people view
problems as integral parts of their characters.

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ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
A8: What might ‘resources’ include? Give examples of particular resources where appropriate.
(2.4)
Learner Response
Resources present in the context of a disabled person might include association, organizations
and government bodies, informal groups, families and individuals.
Individual resources may include health professionals, teacher, or carers.
Family resources may include mental, physical or financial support.
Informal groups may include peer or therapy support groups.
Strengths of the Client
The strengths of the client may be resource-based, mental, support-based and physical.
Resources may encompass groups, institutions, associations or individuals who may offer
support and assistance.
Importance of Acknowledging the Client as their own Expert
It helps to focus on the goals of the client and motivate them to recognize their own resources
and strengths which they can use to attain their objectives.
Acknowledging the Client as their own Expert
I would adopt the strength-based support practice which embraces the belief that clients are the
experts of their own lives and hence, the role of the practitioner is to help them in making
choices about their lives.
Examples of Questions that Help Identify the Client's Goals and Strengths
-What are the goals of the client?
-What strengths do clients think they possess?
-What hinders them from achieving their objectives?
The questions are posed to the clients since they are more aware of what skills they have, the
skills they don't have, their goals, and the challenges facing the pursuit towards their goals.

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
A9:
a) Explain how support mobilises strengths?
b) List three types of support.
(2.5)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
How Support Mobilizes Strengths
It provides individuals with energy hence facilitating their movement and making them
changeable. Consequently, support leads to skill and capability development and eventually
realization of the client's objectives. It leads to the utilization of strengths.
Support Examples
-Motivation
-Physical support
-Mental support

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A10: What factors might you consider when giving feedback? Provide at least four factors.
(2.6)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
A11:
a) What difficulties might you encounter when implementing a skills and development plan?
b) What do you need to do if you experience difficulty?
(2.7)
Learner Response
Factors to Consider When Providing Feedback
Feedback should always be informative and constructive in order to assist the disabled
individuals. The factors include:
-Avoiding to judge the behavior of the individuals
-Respecting the opinion of the individual and the right to discard the feedback
-Selecting the suitable time
-To always ask whether the feedback is clear and understood
Difficulties when Implementing a Skills and Development plan
-Whether the client requires amendments
-The number of goals to be set as they vary from one individual to the other
-The number of skills to be included in the plan as they vary basing on ability and speed of
learning for different individuals.
-Whether the plan is motivating, empowering and client-centered
What to do in Case of Difficulties
I would seek help from the relevant others or my supervisor. I would also keep informing and
communicating with the client in regard to their plans because the plan is client-centered and
hence affects them directly.

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
A12:
a) What methods can you use to review client skills and competencies?
b) What organisation policy and procedures might you need to address?
c) Briefly, explain your duties in monitoring level of engagement for possible changes.
(2.8)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
Methods of Reviewing Skills and Competences of the Client
I would maintain the skills development plan by regularly monitoring and reviewing the client's
changes where necessary. Basing on the nature of the work, requirements can change rapidly
and hence the need of the plan to respond as soon as possible in order to benefit the client.
Organization Policy
I would use the policy of the workplace that indicates how regular the skill development plan
should be reviewed.
Duties
My duties would be to monitor the changes in needs and goals of the client, the way the client
performs certain tasks, activities and skills, check whether the client would have achieved the
optimum level of skill development and can focus on new skills, and assess whether there are
learning approaches that are more effective than others.

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
3. Support incidental learning opportunities to enhance skills development
A13:
a) What is incidental learning?
b) Give three examples of incidental learning.
c) List three situations where an opportunity for potential informal learning may arise.
(3.1)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
Incidental learning
Refers to learning that takes place as a minor accompaniment or as an outcome of something
else. It can occur with or without the intention to learn and is always considered to be learning
that occurs in informal sessions. Thus, it is just incidental to the experience or instance.
Examples of Incidental Learning
-Children watching the way adults communicate and interact with others. Then, they acquire
their own skills from the observation.
-People learning from social interactions
-People learning from observation and repetition
Opportunities for Possible Informal Learning
-Spontaneity questions
-Opportunities that arise from the engagement in conversation
-Other informal settings that may arise from anywhere at any time such as one learning of
adding skills in a supermarket

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
A14:
a) What learning strategies might be used to maximise engagement?
b) Explain the main principles of the following strategies:
 Demonstration
 Contextualisation
(3.2)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
Learning Strategies for Engagement Maximization
-Role modeling
-Skills component mastery
-Drama and role plays
-Peer education
-Demonstration
-Contextualisation
Demonstration
Demonstrates aspects to the learner by showing them how certain things are carried out. This
strategy is very important in addressing the suitable numerous skills highlighted in the skills
development plan. For instance, the carer may need to demonstrate or show how to use a
toaster in the skill of food preparation.
Contextualisation
Embraces the application of learning in particular contexts such as social and physical
contexts. For example, learning may take place in the workplace, community and homes
depending on the skills and environment required.

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
A15: Explain in under 300 words how you can withdraw support using ‘task analysis’ and motivation.
(3.3)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
Withdrawing Support
Withdrawing support can motivate clients to complete tasks on their own by using the learning
acquired from participation. Also, it provides them with the opportunity to showcase the level of
skill development in particular areas. Withdrawing support can be done by using task analysis
and motivation as described below.
Task Analysis
This process refers to assessment of how effective the client completes a given task. It
encompasses the number of elements (divided into sub-elements) they managed to carry out
without help, how long they took, if they sought any assistance, the setting in which they
completed the task, the complexity of the task, how the learners responded to the completed
tasks and the experience they underwent. Task analysis is very important in withdrawing support
as it enables the carers to decide whether to stop the assistance basing on its results. If the
results are positive, then the carers should gradually withdraw support.
Motivation
Constant and desirable feedback from the learners success is very important to the
independence of an individual over time. Incentives and rewards that assist in the motivation of
students while setting the goals higher after every stage facilitates the gradual withdrawal of
support over time as it will be no longer required. Ideally, linking the knowledge and skills to the
real world is always a significant motivator.
Self-motivation allows the learners to set their own goals, monitor their own progress and
generate their own improvement plans. Withdrawing support encourages this scenario as the
learners become more motivated.
Motivation can be divided into two elements which encompass extrinsic and intrinsic motivation.
The former refers to motivation due to external rewards such as praise while the latter involves
motivation due to personal interests and enjoyment. Withdrawing support encourages both of
them.

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
4. Promote health and re-ablement of older people
A16:
a) Name three legal requirements specific to the maintenance of documentation by your organisation.
b) What are your organisation’s requirements for maintaining documentation?
(4.1& 4.2)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
Legal Requirements
-Regulating the disclosure, use, storage, gathering, security and discarding of individual
documents
-Allowing for privacy regulations to be implemented
-Allowing the handling of health documents for medical research and health purposes in
specific circumstances. For instance, when the researchers are not able to seek the consent of
the individuals.
Requirements for Maintaining Documents
-The documents should be well organized for ease of use
-Documents should be well designed and formatted reliably
-Documents should be safely and effectively stored and be accessible to relevant individuals
-The documents should generated basing on the guidelines of the organization
-The documents should be written in a suitable style and tone for overall understanding

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Level “A” Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove their
competency across the entire unit?
Yes No
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has
been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Learner is deemed: ☐ Not yet competent ☐ Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
ASSESSMENT LEVEL B
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.
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 attach completed written answers, portfolios or any
evidence of competency to this workbook.

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
SECTION A: SKILLS ACTIVITY
The Foundation Skills describe those required skills (language, literacy, numeracy and employment
skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of
competency.
Therefore, there is no skills activity required for this unit, as they have been covered in the
previous activities.

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
SECTION B: 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:
 Current practices, philosophies and theories, including:
o the social model of disability
o the impact of social devaluation on an individual's quality of life
o competency and image enhancement as a means of addressing devaluation
o practices which focus on the individual person
o strengths-based practice
o active support
o person-centred practice
o community education and capacity building
 Concepts of vulnerability, power, independence and interdependence
 Assessment processes relating to ongoing skills development
 Assessments processes and protocols used by the organisation or service
 Communication needs, strategies and resources
 Principles of access and equity
 Legal and ethical considerations for working with people with disability:
o duty of care
o dignity of risk
o human rights, including the UNITED NATIONS CONVENTION ON THE
RIGHTS OF PERSONS WITH DISABILITIES (UNCRPD)
o privacy, confidentiality and disclosure
 Tools, equipment and other resources used in the learning process
 Various teaching and learning strategies
 Strategies for identifying and maximising informal learning opportunities
 Services and resources available to people with special needs

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
 Prompting, principles of prompting and fading prompting
 Strategies to create independence
 Reinforcing techniques and when and how to use them
 Motivators, de-motivators and blocks to learning
 Incidental learning and the importance of recognising opportunities for learning
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
B1. Choose two of the following current practices, philosophies or theories and summarise their key points:
 The social model of disability
 The impact of social devaluation on an individual's quality of life
 Competency and image enhancement as a means of addressing devaluation
 Practices which focus on the individual person
 Strengths-based practice
 Active support
 Person-centred practice
 Community education and capacity building
Learner Response
Person-centered Approach
This approach refers to a philosophical method that ensures that every individual takes part in the
process of decision making that involves their own lives. It is also referred to as client-led or
individualized. It includes the following strategies:
-Acknowledging the goals of the client.
-Acknowledging the needs of the client.
-Acknowledging and respecting the client as a person, encompassing their culture, beliefs,
history, family and values.
-Tailoring responses or questions to the individual client.
-Working with the client to recognize the resources and strengths that may help to achieve their
needs.
-Communicating with the client in a manner that encourages them as individuals.
-Encouraging and enhancing the client's input.
-Knowing the client beyond their problems and perceiving them as similar to any other person.
-Supporting the client with various needs.
-Using different elements to assist the client in the best possible manner.
Community Education and Capacity Building
Community education integrates changes in the community and developments that enable people
with disability to acquire their rightful place in the society. Thus, within the community, education
being a vital challenge, the community should address practices, values and ideals.

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B2. How can you avoid making a client/disabled person feel vulnerable and powerless?
Learner Response
To avoid making the client powerless and vulnerable, the care-providers should ask for
clarification from the client if they don't understand what the client means. Also, the carers
should ask the clients if they need any assistance in case they have visual or hearing
impairments. Thus, the care-providers should not make any assumptions about the
communication ability of the clients. The carers should also listen carefully and avoid
completing sentences for the clients unless the client indicates interest. Lastly, the carers
should use diverse techniques such as facial expressions, body language and gestures when
communicating with the client. Thus, the carers should change the way they communicate by
talking clearly, using brief sentences, repeating when necessary and addressing a specific
theme at a time. Carers should always motivate, encourage and establish a relationship with
the clients.

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B3. List two assessment processes relating to ongoing skills development.
Learner Response
-Observing the skills and competences of the client and recording them objectively and
accurately
-Incorporating the carers and family in the process of skills assessment

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B4. What assessments processes and protocols are used by your organisation or service?
Learner Response
Our organization used reports and forms to document and report report the concern or
incidents observed by the carers. Also, the organization had separate forms used for
requesting reassessments. The supervisors of the organization were also entitled to decide and
carry out official reassessment then negotiate changes to the client's individual plans.
Additionally, the organization used communication books to facilitate the communication
between workers. Ideally, workers were able to use the books to communicate their
observations with other colleagues who attended to the individual clients.

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B5. Describe what is meant by communication needs, strategies and resources.
Learner Response
Disabled people may require support communication needs because they may have
challenges associated with one or more communication aspects. Communication strategies
refers to the interventions that lead to effective interpersonal communication with the disabled.
Resources refers to the facilities or tools required for supporting communication with the
disabled.

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B6. Explain the basic principles of access and equity.
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
The carers should treat the patient as they would treat any other person, and deliver similar
level of guidance and support.

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
B7. Briefly describe (one paragraph for each) the Legal and ethical considerations for working with people
with disability including:
 Duty of care
 Dignity of risk
 Human rights, including the UNITED NATIONS CONVENTION ON THE RIGHTS OF PERSONS WITH
DISABILITIES (UNCRPD)
 Privacy, confidentiality, and disclosure
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
Duty of Care
Individuals must be safe when engaging in activities. Carers should have the duty of care to ensure the safety of the
clients at all times. Legally, according to the 1995 health and safety act, it is a moral obligation to expect potential
hazards and determinants of injury and act in the most possible ways to minimize, eliminate or prevent these causes.
Meaning, one should never delegate the duty of care. Thus, every adult in a workplace is in charge of safety and
health.
Dignity of Risk
This involves allowing the clients to have decision making rights and practice individual autonomy basing on their
independence, skills and learning, and making calculated risks. Ideally, the people you care for may fail when taking the
calculated risks but they are entitled to fail and learn from the mistakes. Carers are responsible for protecting the clients
while balancing the dignity of risk.
Human rights including UNCRPD
The United Nations Conventions on the Rights of Persons with Disabilities (UNCRPD) aims change the approaches
and attitudes to disabled persons. The convention focuses on a movement that discourages perceiving disabled people
as charity, social protection and medical treatment objects. Instead, the movement encourages the viewing of disabled
persons as people with rights and are able to claim those rights by making decisions on the basis of free and
knowledgeable assent.
Privacy, Confidentiality and Disclosure
The main theme of confidentiality needs is the Privacy Act. This law was enforced in 1988 in Australia and guides how
the organizations deal with individual information regarding the clients, customers or staff.
The carers have the legal obligation to respect the clients' rights to confidentiality.
Also, the carers have the legal obligation to ensure that other people are not part of the client's assessment unless the
client allows them.

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
B8. What tools, equipment, and other resources can be used in the learning process? (Give one example of
each)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B9. Describe a teaching and learning strategy you are familiar with.
Learner Response
Use of role models to encourage and influence the learner in a desirable manner. Thus, the
role model acts as a tool of empowerment.
Use of demonstration to explain important skills to the learner. For instance, the demonstrator
can show the learners how to prepare food.
Provision of adequate experts and suitable learning conditions. For example one to one
tutoring.
Provision of contexts appropriate to the learning process. For example, the physical context
may encompass the homely learning environment to the learners.
Use of peer education where learners from the same culture, backgrounds, ages and social
status learn and educate each other.
Drama and Role Plays
Role plays and drama within a learning context may offer an experimental and interactive
learning process that assist in skill development. Dramas and role plays also enable th learners
to explore specifics settings, challenges and environments as they experience the reality.
Therefore, the learners are prepared in advance and are able to enhance their skills before
using them in more challenging contexts.

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B10. Describe a strategy for identifying and maximising informal learning opportunities.
Learner Response
Peer Education
It refers to a learning method where learners from the same culture, social status, ages and
background learn and educate each other. The justification of this method is that peers can
trust each other and share credible information since they have the same norms and
experiences. Thus the information they provide and share can be more meaningful, honest and
relevant. However, disabled people should also use other forms of learning since being limited
to peer education will limit their learning development. Incorporation of peer education with
other learning methods will lead to more desirable results.

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B11. List three services and resources available to people with special needs.
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
Family support services
Financial resources
Staff

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
B12. Describe the principles of prompting and fading prompting.
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B13. Name two different strategies you could use to create independence.
Learner Response
Prompting refers to providing assistance to the learner after the demonstration of an
educational stimulus. Fading prompting refers to the constant reduction of the prompt until it is
removed or redefined as the incorporated part of the task.
The principles include:
Definition of the target behavior which involves the description of the exact behavior that needs
to be prompted.
The identification of the relevant prompt that will generate the desired behavior.
The prompting, reinforcing and fading of the behavior after application of the relevant prompt.
Monitoring the results to know if the progress is satisfactory.
Withdrawal of support over time.
Withdrawal of support where necessary.

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B14. What are reinforcing techniques and when and how should you use them?
Learner Response
Positive reinforcement which involves the presentation of the most desired items of activities to
the learners.
A negative reinforcement which involves the removal of activities not desired by the learners.

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B15. What are motivators, de-motivators, and blocks to learning?
Learner Response
The motivators are the constant and positive feedbacks from the successful learners over a
period of time.
De-motivators and blocks are the challenges which obstructs the motivation of the learners and
hence hinder them from acquiring new skills.

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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B16. Define the term incidental learning and describe the importance of recognising opportunities for
learning.
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
Incidental learning refers to the learning that occurs as a result of something else, or a minor
accompaniment to the main theme.
Incidence learning can lead to the following opportunities:
Learning can occur with or without the intention to learn.
Learning can take place outside a formal learning schedule.
Learning is simply incidental to the existing experience or situation.

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
Page 43 of 48
DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Level “B” Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove
their competency across the entire unit?
Yes No
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence
has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
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DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Learner is deemed: ☐ Not yet competent ☐ Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
Page 45 of 48
DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
SUPPLEMENTARY ORAL QUESTIONS (OPTIONAL) – FOR ASSESSOR
The below table is for you to document any supplementary verbal questions you have asked the learner to
determine their competency. For example, if you are unsure of their answer to a question in the Learner
Workbook, you may choose to ask them a supplementary question to clarify their understanding of the
relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
Page 46 of 48
DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
Page 47 of 48
DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING STRENGHTS APPROACH
Page 48 of 48
DOCUMENT CODE: 118, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)