Case Management Part II: Working with Peer Case Workers

As
se
ss
m
en
t
W
or
kb
oo
k
5
CHC52015 Diploma
of
Community
Services
Specialising in Case
Management
Case Management Part
II: Working with Peer
Case
Workers

Assessment Workbook
5
Version control & document history
Date Summary of modifications made Version
13
February
201
Version 1 final produced following
assessment validation. v1.0
27
February
201
7
Version updated with the following
amendments: Added response fields for
Knowledge Assessments:
WQ28
Wording of Case Study 1 scenario
and task instructions
Additional wording to Case Study 2
v1.
1
28 April 2017
Version updated with additional Case
Study 4 relevant to case management
supervision;
Updated ‘Resources Required for
Assessment’; Removed ‘Feedback’
section at the end of
v2.0
5
November
2018
Added ‘Agenda for the Debriefing
Session’ in
Workbook Checklist under Case
v2.1
27
November
2018
Changed instructions in page 76 and 77 for
clarity.
v2.2
11 July 2019 Updated the Case Management
Policies and
Procedures in Case Study 4,
v2.3
07
January
2020
Edited links to templates, forms, and
documents in all case
studies.
v2.4

Assessment Workbook
5
TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document
in Acrobat, clicking on a heading will transfer you to that page. If you
have this document open in Word, you will need to hold down the Control
key while clicking for this to work.
INTRODUCTION .................................................................
.... 5
WHAT IS COMPETENCY BASED ASSESSMENT
..................... 5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING
....................................................... 6
THE DIMENSIONS OF COMPETENCY
.................................... 7
REASONABLE ADJUSTMENT
................................................ 8
THE UNITS OF
COMPETENCY...............................................10
CONTEXT FOR ASSESSMENT
............................................... 11
ASSESSMENT
REQUIREMENTS............................................ 11
ASSESSMENT METHODS
...................................................... 12
RESOURCES REQUIRED FOR
ASSESSMENT......................................14
ASSESSMENT WORKBOOK COVER SHEET
....................................... 15
KNOWLEDGE ASSESSMENTS
........................................................16
Part 1: Lead and manage team effectiveness
........................................................... 16
Part 2: Manage meetings
.......................................................................................... 19
Part 3: Provide case management supervision
........................................................ 29
Part 4: Debriefing and support processes
................................................................ 37
CASE STUDIES
........................................................................... 51
Instructions to Candidate

Assessment Workbook
5
......................................................................................... 51
Case Study 1: Hope for Refugee Children
................................................................ 52
Task 1: Preparing for the meeting
................................................................ 54
Task 2: Conducting the
meeting.................................................................... 58
Roleplay Task 1: Meeting brief
.............................................................................. 59
Roleplay Task 2: Chairing the meeting
.................................................................60
Roleplay Task 2 – Part 1: The
Program................................................................. 61
Roleplay Task 2 – Part 2: Team Performance Plan
.............................................. 62
Roleplay Task 2 – Part 3: Documentation
............................................................ 63
Task 3: Following up on the meeting
........................................................... 65
Task 4: Policies and Procedures
...................................................................68
Case Study 2: Fitspire
............................................................................................... 69
Task 1: Monitoring stress and emotional wellbeing
................................ 70
Roleplay Task: Informal Team Meetings
.............................................................. 72
Case Study 3: Debriefing Session
............................................................................. 74

Assessment Workbook
5
Version No. 2.4 Produced 07 January
2020
Task 1: Prepare for the Debriefing
............................................................... 75
Roleplay Task: Conduct the Debriefing
................................................................ 77
Task 2: Follow-
up.............................................................................................. 81
Case Study 4: ReachOut Services, Inc.
.....................................................................82
A. Natalie and Madvi
........................................................................................83
B. Tyler and John
.............................................................................................. 91
C. Caseworker
Training................................................................................... 96
D. Self-Evaluation
............................................................................................. 99
WORKBOOK CHECKLIST
...........................................................103

Assessment Workbook
5
Version No. 2.4 Produced 07 January
2020
INTRODUCTION
The questions in this workbook are divided into two categories:
Knowledge
Assessment and Case
Studies.
The questions under Knowledge Assessments are all in a short answer
format. The longer questions requiring creative and analytical thought
processes are covered in the Case Studies assessment. You must
answer all questions using your own words. However, you may
reference your learner guide and other relevant resources and learning
materials to complete this assessment.
Some questions cover processes you 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

Assessment Workbook
5
Version No. 2.4 Produced 07 January
2020
are based upon those identified in a training needs analysis.

Assessment Workbook
5
Version No. 2.4 Produced 07 January
2020
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 conducting 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.
- Assessment must be made accessible to learners though
a variety of delivery modes, so they can proceed