Personal and Professional Development for CHC52015 Diploma of Community Services

This assessment workbook covers the unit of competency CHCPRP003 and BSBWOR501 from CHC52015 Diploma of Community Services specialising in Case Management. It includes knowledge assessment, practical activities, and project tasks related to personal and professional development.

CHC52015 Diploma
of Community Services
Specialising in Case Management
Personal and Professional
Development
Version 1.0 Produced 16 January 2017
Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication
may be reproduced or distributed in any form or by any means, or stored in a database or retrieval
system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the
Assessment Workbook 3

prior written permission of
Compliant Learning Resources
Assessment Workbook 3Version No. 1.0 Produced 16 January 2017
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Version control & document history
Date Summary of modifications made Version
16 January 2017 Version 1 final produced following
assessment validation. 1.0
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TABLE OF CONTENTS
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INTRODUCTION..............................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT..............................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING................................................................5
THE DIMENSIONS OF COMPETENCY.............................................6
REASONABLE ADJUSTMENT..........................................................7
THE UNITS OF COMPETENCY........................................................9
CONTEXT FOR ASSESSMENT.......................................................10
ASSESSMENT REQUIREMENTS....................................................10
ASSESSMENT METHODS..............................................................11
RESOURCES REQUIRED FOR ASSESSMENT................................12
ASSESSMENT WORKBOOK COVER SHEET..................................13
KNOWLEDGE ASSESSMENT.........................................................14
PROJECT........................................................................................30
Instructions to Student................................................................................................30
Task 1 – Nominating a community services organisation..................31
Task 2 – Researching about case management role requirements and
responsibilities....................................................................................33
Task 3 – Researching about current and emerging industry trends. .36
Task 4 – Creating a personal development plan.................................40
Task 5 – Implementing your personal development plan...................45
Task 6 – Undertaking a structured reflection process following
implementation of your plan...............................................................48
WORKBOOK CHECKLIST..............................................................51
FEEDBACK.....................................................................................53
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INTRODUCTION
The questions in this workbook are divided into two categories:
Knowledge Assessment and Project.
The questions under Knowledge Assessments are all in a short answer
format. The longer questions requiring creative and analytical thought
processes are covered in the Project assessment. You must answer all
questions using your own words. However, you may reference your
learner guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you would likely encounter in a
workplace. Ideally, you should be able to answer these questions based
on the processes that are currently in place in your workplace. If this is
not the case, then answer the questions based on processes that should
be implemented in your workplace.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person to
perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes
are tied to the relevant industry competency standards where
these exist. Where such competencies do not exist, the outcomes
are based upon those identified in a training needs analysis.
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other
learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
- Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
- Assessment must include the combination of knowledge
and skills with their practical application.
- Assessment, where possible, must include judgements
based on evidence drawn from a number of occasions
and across a number of contexts.
 Assessment must be reliable
- Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions
in a consistent manner.
- Assessors must be trained in national competency
standards for assessors to ensure reliability.
 Assessment must be flexible
- Assessment, where possible, must cover both the on
and off-the-job components of training within a course.
- Assessment must provide for the recognition of
knowledge, skills and attitudes regardless of how they
have been acquired.
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- Assessment must be made accessible to learners
though a variety of delivery modes, so they can proceed
through modularised training packages to gain
competencies.
-
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- Assessment must be mutually developed and agreed
upon between assessor and the assessed.
- Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result
of challenge.
(Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 – 1.12)
The rules of evidence (from Training in Australia by M Tovey, D
Lawlor)
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
- Evidence gathered should meet the requirements of
the unit of competency. This evidence should match or
at least reflect the type of performance that is to be
assessed, whether it covers knowledge, skills or
attitudes.
 Sufficient
- This rule relates to the amount of evidence gathered It
is imperative that enough evidence is gathered to
satisfy the requirements that the learner is competent
across all aspects of the unit of competency.
 Authentic
- When evidence is gathered the assessor must be
satisfied that evidence is the learner’s own work.
 Current
- This relates to the recency of the evidence and
whether the evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland
VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the
learning environment or making changes to the training delivered to
assist a learner with a disability. A reasonable adjustment can be as
simple as changing classrooms to be closer to amenities, or installing a
particular type of software on a computer for a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with
a disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as
those without a disability.
Reasonable adjustment applied to participation in teaching,
learning and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during
the course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has
been specifically designed to assist people with disabilities in carrying
out daily activities’ (World Wide Web Consortium - W3C). It includes
screen readers, magnifiers, voice recognition software, alternative
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keyboards, devices for grasping, visual alert systems, digital note takers.
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment
evidence must not impact on the standard expected by the workplace, as
expressed by the relevant Unit(s) of Competency. E.g. If the assessment
was gathering evidence of the candidates competency in writing,
allowing the candidate to complete the assessment verbally would not be
a valid assessment method. The method of assessment used by any
reasonable adjustment must still meet the competency requirements.
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THE UNITS OF COMPETENCY
The units of competency specify the standards of performance required
in the workplace.
This assessment addresses the following unit of competency from
CHC52015 Diploma of Community Services specialising in Case
Management:
CHCPRP003 – Reflect on and improve own professional practice
1. Reflect on own practice
2. Enhance own practice
3. Facilitate ongoing professional development
BSBWOR501 – Manage personal work priorities and professional
development
1. Establish personal work goals
2. Set and meet own work priorities
3. Develop and maintain professional competence.
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au
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CONTEXT FOR ASSESSMENT
To complete the assessments in this workbook, students need to have
access to their learning materials and the internet. The written questions
and project may be completed wholly at the student’s home or chosen
place of study.
ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required
conditions for assessment.
Each unit of competency can be unbundled to reveal three key
assessment components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied in understanding
the tasks described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments
must be conducted under
The associated assessment method in this kit covers all of these
components as detailed in the matrix to follow:
Units of
Competenc
y
Assessment Activities
CHCPRP303
BSBWOR501
Knowledge assessment  
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Practical activities  
ASSESSMENT METHODS
There are seven (7) Assessment Workbooks for the course. Six (6) of
which are Theory Workbooks and one (1) is the Skills Workbook. This is
Workbook 3.
Theory Workbooks
The Theory Workbooks use the following assessment methods:
1. Knowledge assessment – A set of generic and workplace questions
testing the student’s general knowledge and understanding of the
general theory behind the unit.
2. Case studies – Detailed scenarios and simulated environments
providing all necessary information required to complete relevant
tasks and activities
3. Project – Set of interrelated tasks or activities completed according
to set instructions and guidelines to meet the requirements of the
relevant units. These tasks and activities do not require you to have
access to a workplace.
The theory workbooks in this course are as follow:
Workbook 1 – Legal and Ethical Compliance
Workbook 2 – Society and Diversity
Workbook 3 – Personal and Professional Development
Workbook 4 – Case Management Part I: Working with Clients
Workbook 5 – Case Management Part II: Working with Peer Case
Workers
Workbook 6 – Program Development
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Skills Workbook
The Skills Workbook contains the practical assessment which covers all
units of competency of CHC52015 Diploma of Community Services
Specialising in Case Management.
These practical assessment activities will be completed during the course
of your Vocational Placement.
You should not commence with the Skills Workbook until you have
completed the six (6) theory workbooks and have received
feedback from your assessor.
The assessment method used in the Skills Workbook includes:
1. Practical Assessment – a set of tasks or activities completed
according to set instructions and guidelines to meet the
requirements of the relevant units. These tasks and activities
require you to have access to a workplace.
The skills workbook in this course is:
Workbook 7 – Skills Workbook
RESOURCES REQUIRED FOR ASSESSMENT
Assessor to provide:
 Information about work activities, as necessary.
Candidate will need access to:
 Computer with internet and email access and a working web
browser
 Installed software: MS Word, Adobe Acrobat Reader
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ASSESSMENT WORKBOOK COVER SHEET
WORKBOOK: WORKBOOK 3
TITLE: Personal and Professional Development
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have
been made aware of my rights and responsibilities as an
assessment candidate, and choose to be assessed at this
time.
 I am aware that there is a limit to the number of
submissions that I can make for each assessment and I am
submitting all documents required to complete this
Assessment Workbook.
 I have organised and named the files I am submitting
according to the instructions provided and I am aware that
my assessor will not assess work that cannot be clearly
identified and may request the work be resubmitted
according to the correct process.
 This work is my own and contains no material written by
another person except where due reference is made. I am
aware that a false declaration may lead to the withdrawal of
a qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my
performance or observable skills. I give my consent to
contact these parties for verification purposes.
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Name : Signature: Date:
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KNOWLEDGE ASSESSMENT
1. In Subject 1 – Legal and Ethical Compliance, you learned about legal
and ethical considerations that case workers in the community
services sector must observe. They include codes of practice, duty of
care, rights and responsibilities of workers and employers, and work
role boundaries.
Discuss how each of these requirements is relevant to your personal
and professional development in the community services sector.
Each discussion must be 80 – 150 words in length.
a. Codes of practice
Codes of practise helps in guiding people about the loyalty that they have
so that they can continue to behave in a professional manner in the
society as well as at the organisations.
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b. Duty of care
It is considered as a legal obligation so that safety and well-being of
every person can be ensured
c. Rights and responsibilities of workers and employers
Every worker is presented with the opportunity to exercise their rights in
terms of salary and bonus received along with the legal and ethical issues
that can take place within an organisation
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d. Work role boundaries – responsibilities and limitations
Work role boundaries include the professional relationships that exist
between the employees and the employers. The responsibilities of this
being to maintain boundaries and ensure that ethical considerations are
not being made at the workplace. The limitations is that personal
relationship cannot take place at the workplace.
2. Below are the four stages in Kolb’s experiential learning cycle.
Discuss each stage and provide one example or scenario in
managing cases in community services where this stage can be
experienced.
The first stage has already been completed for your guidance.
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Stage Discussion
Example
(Your example must be relevant to case
management in the community services
sector.)
a. Concrete
experience
Sample answer: A new experience of
situation is encountered or a
reinterpretation of existing experience;
learning from specific experiences and
relating to people.
Sample answer: The case worker is
introduced and briefed on a client’s case,
and conducts the assessment of and
interview with the client and his family and
carers. In this experience the case worker
learns about and in a way “experiences”
the client.
b. Reflective
observation
It denotes watching the actions and the
process undertaken to continue to work in
an environment that provides challenge as
well as ensures that theoretical research is
conducted in the manner
The case worker watches the actions of the
clients and observes any patterns that are
related to the interview of the family of the
client
c. Abstract
conceptualisatio
n
This involves thinking about the current
actions and predicting about the future
course of action
The case worker need to think about the
answers provided so that a proper
conclusion can be drawn about the
management
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d. Active
experimentation
It means walking the talk. The actions that
are required to be taken for the
development of the future need to be
considered
The case worker need to apply the thoughts
to action so that management of the
interviews can be made
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3. Another model useful in professional reflection is Schon’s Reflection-
in-action model. In your own words, discuss this model.
Your response must be 60– 100 words in length.
Schon’s Reflection-in-action model helped in the introduction of concepts
that deals with reflection on action and reflection in action. It helps in
understanding the manner in which professionals meet the challenges at
work place
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4. Research online and source two (2) specific examples for each of the
following professional development options below. Your examples
must be relevant to additional skills for case managers or those
working directly with clients in the community services industry.
List them below and provide a description of each. A sample
response below is given for your guidance.
Professional development opportunities and options
a. Industry networking
i. Sample answer: Case Management Society of Australia & New
Zealand – a national registration and regulatory body for Certified
Case Managers and the peak body for professionals working in
case management roles in Australia and New Zealand.
ii. Case management society that help in understanding the ethical
conduct needed for building relationship with customers and
suppliers
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b. Professional associations
i. Industry level professional associations that include understanding
the limitations of the industry
ii. Ethical considerations related to the behaviour at workplace
c. Training opportunities and options
i. Organisations that include training materials and ensure that
options for improvement are made
ii. Gathering sources of data related to gain marketing
responsibilities
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5. Listed below are examples of informal and formal learning that you
may undergo as part of your personal and professional
development in case management.
Write I if it is an example of informal learning and F if it is an
example of formal learning.
Examples of informal and formal learning
a. Enrolling in tertiary courses in educational institutions
to gain qualification. I
b. Coaching and mentoring from supervisor for a case
worker who just started in the organisation. I
c. Self-directed e-learning activities (e.g. TED Talks,
YouTube, iTunes U, Google Scholar). F
d. In-house training provided by the organisation for a
case worker transitioning into a managerial role. F
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6. The following are concepts and methods relevant to personal and
professional development in case management. For each concept
and method, discuss its principles and provide at least one (1)
technique that can be used.
a. Creating a personal development plan
Principles:
Helps in scheduling
Technique:
Use WBS
b. Personal goal setting
Principles:
Helps in understanding the
requirement and expectations
Technique:
Identify opportunities
c. Setting realistic timeframes
Principles:
Helps in completing work on time
Technique:
Set up a time limit for every action
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d. Performance and progress measurement
Principles:
Identify the manner in which
progress can be made as a source
of measurement
Technique:
Use of performance appraisal
technique
e. Effective time management
Principles:
Manage deadlines during working
hours
Technique:
Understanding the reputation of
the time people
f. Awareness of self, personal behaviour, and traits.
Principles:
Reflecting upon the behaviour of
the people
Technique:
Conduct a personality test
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7. Listed below are methods and practices that are used to improve
one’s performance.
In your own words, briefly discuss each in the context of working
in case management. Your discussion must be between 60-100
words in length.
a. Professional development
Helps in the development of codes of practices as well as identify the
manner in which ethical behaviour at the workplace need to be
maintained for maintaining a professional growth
b. Coaching and mentoring
Helps in providing training facilities for the clients so that coaching as
well as mentoring can take place. This mainly focuses on the manner in
which employees can be guided within an organisational setting
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c. Reflective practice
Helps in reflecting the abilities and provides an analysis of the tests
that they have on identifying personality and effective practices
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8. Consider the different learning types provided below. In your own
words, discuss each learning style and provide at least one (1)
specific strategy or approach appropriate for accommodating each
learning style when working within the case management process.
Do not exceed fifty (50) words for each discussion.
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Learning style
Discussion
(Do not exceed fifty (50) words for each
discussion)
Approach / strategy
(Provide at least (1) for each learning style)
Visual
Provides opportunities to understand the
visual effects and help in creating a sense of
observation
Use of television for learning
Kinaesthetic/
Tactile
Provides opportunities to develop a tactics
that helps in understanding the motivation of
work
Use strategical games to provide learning
Auditory
Develops abilities to listen to things and helps
to create a feeling of imagination
Use of audio aids by recording course work in
CDs
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9. Describe three (3) methods you would apply to achieve a healthy
work-life balance while working as a case manager.
Do not exceed 60 words for each discussion.
Be committed to the activity that is being conducted so that work-life
activity can be managed with minimum effect
Ensure that healthy eating habits be taken place so that working can be
done without any feeling of nausea or sickness due to food
Ensure health check up is conducted every time so that activities
related to the physical strength can be enhanced
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PROJECT
Instructions to Student
For this part of the assessment, you will be required to create your
personal development plan (PDP), which will help you facilitate your
personal and professional development relevant to case management.
This part is divided into six (6) tasks:
TASK 1 Nominating a community services organisation
TASK 2 Researching about role requirements and responsibilities
in case management
TASK 3 Researching about current and emerging industry trends
TASK 4 Creating your personal development plan
TASK 5 Implementing your personal development plan
TASK 6 Undertaking a structured reflection process following
implementation
To accomplish this assessment, follow the steps outlined in each of the
tasks below. You are required to complete all parts of the assessment
submit all the evidence required.
IMPORTANT: Read the instructions for all tasks carefully
before proceeding!
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Task 1 – Nominating a community services organisation
1. Undertake research and look for a community services organisation
where you are interested in doing your vocational placement.
To help you accomplish this, you may undertake online research or
you may investigate options in your area or state/territory.
Guidance: Your nominated organisation must be a provider of case
management services in the community services sector.
IMPORTANT: If you are already employed in a similar organisation,
then you may nominate your own organisation for this assessment.
2. Find out more about your nominated organisation. You may access
and navigate around the organisation’s website. If the organisation
does not have a working website yet, then you must obtain and scan
a document containing basic information about the organisation (e.g.
a brochure, flyer, or poster).
Specifically, you need the following information:
 Name of organisation
 Address
 Description of the organisation
 Vision and statement of the organisation
TASK 1
Complete the Information Sheet provided below by filling in the required
information and details about your nominated organisation.
You must also provide a link to the organisation’s website. If the
organisation has no working website yet, then you must obtain and scan
a copy of a printout document containing basic information of the
organisation (e.g. brochure or flyers).
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Information Sheet
Name of
organisation Access Community Services
Address 92 Wembley Rd, Logan Central QLD 4114, Australia
Short description of
the organisation
It is the leading organisation in terms of settlement, employment
and providing a social enterprise for accessing community
services
Organisation’s
vision and mission
statement
Provides opportunities for the employment as well as settlement
of people in Australia
Link to the
organisation’s
website (only if
available)
https://www.accesscommunity.org.au/
Screenshot/scan of
a brochure or flyer
containing basic
information about
the organisation
Guidance: You are required to provide this if you
are not able to provide a link to the
organisation’s website.
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Task 2 – Researching about case management role requirements
and responsibilities
1. Source information about one (1) employment/vocational placement
position in your nominated organisation.
This position must be relevant to the delivery of case management
services and be one that you may be interested in applying for.
These role titles may include but not limited to:
 Case advisor
 Case coordinator
 Case worker
 Client consultant
 Service delivery consultant
 Human services officer
Guidance: The role titles will greatly vary across organisations. You
may provide role titles other than the examples listed above,
provided they are relevant to the delivery of case management
services in the industry sector.
2. Provide information about this job position, which must include:
 Role requirements (e.g. qualification, certification, experience
and skills)
 Job description of the role
Guidance: This information is typically found in the ‘Careers’ section
of the organisation’s website. If you cannot find this in the website,
then visit any job portal websites such as seek.com.au or
jobsearch.gov.au, and search for the required information above.
This will give you some helpful information about the role you are
seeking to apply for.
IMPORTANT: If you are already employed in role relevant to case
management, you may use your own job title for this assessment,
and provide the requirements and job description for this role.
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TASK 2
a. Identify the role title or position that you have selected in your
nominated organisation. This role must be relevant to case
management.
b. Identify at least three (3) requirements for the role you are
seeking to apply for in your organisation.
c. Identify at least three (3) responsibilities relevant to the role you
are seeking to apply for in your nominated organisation.
d. Identify at least one (1) skill that you do not have yet or in which
you need to improve on. Your responses must be relevant to case
management in the community services industry.
Write your answers in the spaces provided.
IMPORTANT: If you are already employed in role relevant to
case management, you may use your current job title for this
assessment, and provide the requirements and job description
for this role.
a. Role title or position
Case coordinator
b. At least three (3) role requirements
Analyse the cases
Provide advice
Observe the working of the customers
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c. At least three (3) role responsibilities
Oversee daily events
Develop case study origins
Identify flaws in the cases
d. One (1) skill that you do not have yet or in which you need to
improve on.
Interpret hidden data
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Task 3 – Researching about current and emerging industry trends
1. Source one (1) content online about current and emerging industry
trends relevant to your personal and professional development in
case management.
The content you source may include but not limited to:
 Findings of research in case management
 New publications in case management
 New certification process
 Upcoming training, conferences, or forums available in your
area
 And other similar information
IMPORTANT:
The content you sourced must be:
 Ensure the content you sourced is from a reputable source
(I.e. not from Wikipedia, personal blogs and websites,
questionable sites that may have biased opinions and
agendas, opinionated articles, etc.).
 Current and no more five years old.
2. Provide a summary of the content you sourced. Ensure to cite your
sources.
3. Discuss how this information can be applied in your personal and
professional development.
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TASK 3.1
Provide a summary of the content you sourced. Your summary must be
relevant to your personal and professional development in case
management and must be between 200 – 300 words in length. Ensure to
cite your sources in the spaces provided.
IMPORTANT: Ensure the content you sourced is from a reputable
source (I.e. not Wikipedia, personal blogs and websites, questionable
sites that may have biased opinions and agendas, opinionated articles,
etc.) and is current and no more five years old in the current year.
Title of article or
content
Physician-Industry Collaboration: Organizational
Considerations for the Future of Innovation and Growth in
Dermatology
Website
https://www.sciencedirect.com/science/article/pii/
S2352647516300120
Date published
2nd June 2016
Author or
organisation
Roberts, Wendy E., Neil S. Sadick, Wilma F. Bergfeld, Amy S.
Paller, Valerie D. Callender, Lynn A. Drake
Link
https://www.sciencedirect.com/science/article/pii/
S2352647516300120
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Summary
The evolution of the US medical environment can evolve with issues
related to the Access of the Physician and Health Care norms. Every
physician, industry and customers are affected by the changes. An
outlook of the dermatology society can be taken into consideration that
may have a new practise environment with things differently. The
collective group solution can be made with the patients it serves
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TASK 3.2
Discuss how the information you sourced in TASK 3.1 is relevant to your
personal and professional development.
Your response must be within 60 – 100 words in length.
I can understand the changes that exist in the modern world so that in a
health care organisation I can ensure that I use my expertise to good
effect. This can hep me to understand the changes and take necessary
precautions for abiding the new rules after the change process
commences
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Task 4 – Creating a personal development plan
1. Based on the information you gathered in TASK 1, 2, and 3, create a
one-month Personal Development Plan, using the template
provided in this workbook.
2. Specifically, your Personal Development Plan must include:
a. At least two (2) goals, with at least one (1) goal relevant to
developing a new skill.
b. Criteria for each goal you have identified
c. Action plan for how you are going to achieve each goal.
d. Timeframes for each goal
IMPORTANT: It is crucial that you set realistic goals for one month
as you will be required to implement the plan in TASK 5.
Specifically, your goals must be in line with the following:
 Your nominated organisation’s goals, as stated in their vision
and mission statement (see TASK 1)
 Information you gathered on roles and responsibilities relevant
to case management (see TASK 2)
 Information you gathered about current and emerging industry
trends in case management (see TASK 3)
3. Once completed, submit the plan to your assessor as a separate
document. You must submit your plan to before you submit this
workbook.
4. Your assessor will evaluate your Personal Development Plan against
the criteria outlined in the Assessor’s Checklist. Review your plan
before submitting and ensure that you have met all the requirements
outlined in this checklist.
IMPORTANT: Ensure that you have kept a copy of your Personal
Development Plan, as you will still use this in TASK 5.
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TASK 4
Create your one-month Personal Development Plan. Use the Personal
Development Template found in the next page.
Do not complete yet the “Date achieved” column. You will only complete
this when you get to TASK 5.
Once completed, submit the completed plan to your assessor as a
separate document. You must submit your plan even before completing
this workbook.
Use the filename:
[Student’s Last Name, First Name]_Subject 3-PDP 1
For example, as seen below:
Smith, John_ Subject 3-
PDP 1.docx
IMPORTANT:
Your assessor will evaluate your Personal Development Plan against
the criteria outlined in the Assessor’s Checklist. Review your plan
before submitting and ensure that you have met all the requirements
outlined in this checklist.
Ensure that you have kept a copy of your Personal Development Plan,
as you will still use this in TASK 5.
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Personal Development Plan (Template)
Personal Development Plan
Name: Date:
Goals Criteria Action Timeframe
Date
achieve
d
Sample response:
 Attend and
participate training
on time
management
Sample response:
 Obtain certificate of
participation
 Better and more
effective time
management after a
month
Sample response:
 Attend the training
 Take notes and
actively participate
 Ask questions and
suggest ideas
Sample response:
 Response may be
the actual date of
the training or a
period of time (e.g.
20 – 22 July).
Attend meeting about
developing roles and
responsibilities
Obtain effective
understanding of the
skills and technique
required for
development of
individuals
Attend training sessions 24-26 November 24th
Novem
ber
Identify communication
methods with people
Identify communication
strategies related to
employees and
employers
Develop communication
methods and equipment
28-30 November 28th
Novem
ber
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I have agreed to accomplish the goals outlined above within the given timeframes.
Signed:
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Personal Development Plan (Assessor’s checklist)
Personal Development Plan (Assessor’s checklist)
Does the candidate’s personal
development plan meet the following
requirements?
YES NO Assessor’s notes
1. Candidate has clearly
identified at least two (2)
goals.
☐ ☐
2. Candidate’s goals include
one goal that is relevant to
developing new skills.
☐ ☐
3. For each goal identified,
candidate has outlined the
criteria or the ways of
measuring the progress.
☐ ☐
4. For each goal identified, the
candidate must provide an
action plan of how they will
achieve the goal.
☐ ☐
5. For each goal identified, the
candidate must provide a
timeframe or a date for when
he/she is to achieve the goal.
☐ ☐
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6. Goals are reasonably and
realistically attainable within
one month.
☐ ☐
7. Goals are explicitly aligned
with the vision and mission
statement of the candidate’s
nominated organisation
(Refer to candidate’s
responses in TASK 1)
☐ ☐
8. Goals are explicitly aligned
with the role requirements
and responsibilities relevant
to case management.
(Refer to candidate’s
responses in TASK 2)
☐ ☐
9. Goals are in line with the
information on current and
emerging industry
developments and trends.
(Refer to candidate’s
responses in TASK 3)
☐ ☐
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Task 5 – Implementing your personal development plan
1. Implement the plan you created. Accomplish at least two (2) goals
following the action plan or strategies you have identified.
2. Revisit your Personal Development Plan and fill in dates of when you
completed a goal under the “Date achieved” column.
3. Provide evidence for at least two (2) goals that you have completed.
Evidence you submit will greatly vary depending on the goals you
have set for yourself. Evidence may include but not limited to:
 Certificate or a statement of attainment or other similar
documentation
 Proof of attendance for events you have attended
 Meeting minutes
 Letter of acknowledgement
 Email correspondence
 Screenshot of online forums that you have participated in
 Other similar documents
IMPORTANT: Your evidence must clearly align with the personal
development plan and must clearly show that you have been able to
achieve your goals within one month, as set in the plan.
4. Submit your evidence along with this completed workbook.
Specifically, the evidence you submit must:
 Be relevant to at least two (2) goals in your plan
 Be reflective of the criteria or indicator of success set for each
goal
 Show they have been accomplished within the set timeframes
 Indicate dates that coincide with those in your updated
Personal Development Plan submission.
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TASK 5.1
Upon implementing your personal development plan, revisit your plan
and fill in the dates under the “Date achieved” column for the goals you
have completed.
Submit this updated plan along with this completed workbook. Use the
filename:
[Student’s Last Name, First Name]_Subject 3-PDP 2
For example, as seen below:
Smith, John_ Subject 3-
PDP 2.docx
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TASK 5.2
Submit evidence documenting your completion of at least two (2) goals in
your Personal Development Plan.
Submit them using the filenames:
[Student’s Last Name, First Name]_Subject 3-Evidence 1
[Student’s Last Name, First Name]_Subject 3-Evidence 2
For example, as seen below:
Smith, John_Subject 3-
Evidence 1.docx
Smith, John_Subject 3-
Evidence 2.pdf
Specifically, evidence you submit must:
 Relevant to at least two (2) goals in your plan
 Reflective of the criteria or indicator of success set for each goal
 Show they have been accomplished within the set timeframes
 Indicate dates that coincide with those you indicated in your
updated Personal Development Plan submission.
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Task 6 – Undertaking a structured reflection process following
implementation of your plan
1. You will be provided a set of questions to guide your reflection
following the implementation of your Personal Development Plan.
2. Answer each question under this task based on your experience in
implementing the plan.
TASK 6
The following questions are provided to guide you in reflecting after the
implementation of your Personal Development Plan.
Read each question carefully and answer them based on your
experiences in implementing your plan.
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1. Discuss how your personal development plan is relevant to the
following:
a. Your nominated organisation’s goals or as stated in their
vision and mission statement (see TASK 1)
b. Information you gathered on roles and responsibilities
relevant to case management (see TASK 2)
c. Information you gathered about current and emerging
industry trends in case management (see TASK 3)
a. Provides opportunities for the employment as well as
settlement of people in Australia
b. Identify flaws in the cases
Oversee daily events
Develop case study origins
c. I can understand the changes that exist in the modern world
so that in a health care organisation I can ensure that I use
my expertise to good effect. This can hep me to understand
the changes and take necessary precautions for abiding the
new rules after the change process commences
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2. Were you able to accomplish all the goals you set in your Personal
Development Plan?
If yes, discuss what helped you in accomplishing these goals. If no,
discuss what hindered you in accomplishing these goals
Yes the goals set were achieved as I had been aided by gathering
knowledge from various sources of websites and newspapers.
3. Identify at least (1) area of improvement you could make in the
plan you have created.
Area of improvement can be in the form of communication as it is usually
difficult to make necessary conversation with the concerned people
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WORKBOOK CHECKLIST
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When you have completed assessing the assessment workbook, review
the candidate’s submission against the checklist below:
The candidate has completed all the assessments in the
workbook and has submitted all of the required evidence:
Knowledge Assessment
Project
Task 1 – Nominating a community services organisation
Task 2 – Researching about role requirements and
responsibilities in case management
Task 3 – Researching about current and emerging
industry trends
Task 4 – Creating your personal development plan
Personal development plan
Filename: [Student’s Last Name, First
Name]_Subject 3-PDP 1
Task 5 – Implementing your personal development plan
Task 5.1
Updated personal development plan with dates
achieved filled in.
Filename: [Student’s Last Name, First
Name]_Subject 3-PDP 2
Task 5.2
Evidence documenting completion of at least two
(2) goals.
Filenames:
[Student’s Last Name, First Name]_Subject 3-
Evidence 1
[Student’s Last Name, First Name]_Subject 3-
Evidence 2
Task 6 – Undertaking a structured reflection process
following implementation
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IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment
tasks to be awarded COMPETENT for the units relevant to this
cluster.
To award the candidate competent in the units relevant to this subject,
the candidate must successfully complete all the requirements listed
above according to the prescribed benchmarks.
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