Case Management Part 1: Working with Clients - CHC52015 Diploma

This case study assignment focuses on the core principles of case management within the context of the CHC52015 Diploma of Community Services. It includes detailed scenarios involving clients Philip, Thuy, and Paloma, requiring the application of skills in assessment, planning, monitoring, review, and case closure. The assignment addresses key competencies such as determining appropriate responses to case management needs, conducting effective case management meetings, developing tailored case management plans, and coordinating complex case requirements. Students are expected to demonstrate their understanding of ethical considerations, legislative requirements, and the importance of collaborative approaches in addressing clients' co-existing needs. The material covers reasonable adjustments for diverse learners and emphasizes the necessity of valid, sufficient, authentic, and current evidence in assessment. Desklib offers this assignment solution along with a wealth of study tools and resources for students.

CHC52015 Diploma of
Community Services
Case Management Part 1:
Working with Clients
(Case Study)
Version No. 2.0 Produced 7 March 2017
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prior written permission of
Assessment Workbook 4B

Compliant Learning Resources
Assessment Workbook 4B Version No.2.0 Produced 7 March 2017
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Version control & document history
Date Summary of modifications made Version
8 February
2017
Version 1 final produced following
assessment validation. 1.0
7 March 2017
Version 2 produced with additional Case
Study assessment.
Replaced Case Study 1 Part 4 title to: ‘Part
4: Case Closure and Exit’
2.0
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TABLE OF CONTENTS
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INSTRUCTIONS....................................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT...........................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING5
THE DIMENSIONS OF COMPETENCY........................................................6
REASONABLE ADJUSTMENT..................................................................7
THE UNIT OF COMPETENCY..................................................................9
CONTEXT FOR ASSESSMENT...............................................................10
ASSESSMENT REQUIREMENTS.............................................................10
ASSESSMENT METHODS.....................................................................11
RESOURCES REQUIRED FOR ASSESSMENT.............................................12
ASSESSMENT WORKBOOK COVER SHEET..............................................13
CASE STUDY..................................................................................... 14
Case Study - Philip....................................................................................................... 15
Part 1: Assessment...................................................................................................... 17
Part 2: Planning........................................................................................................... 38
Part 3: Monitoring and Review....................................................................................49
Part 4: Case Closure and Exit......................................................................................54
Case Study 2 – Thuy and Paloma.................................................................................58
WORKBOOK CHECKLIST.....................................................................67
FEEDBACK........................................................................................ 69
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INSTRUCTIONS
The questions covered in the Case Studies assessment require creative
and analytical thought processes. 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
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge
and skills with their practical application.
o 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
o Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions in
a consistent manner.
o Assessors must be trained in national competency
standards for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and
off-the-job components of training within a course.
o Assessment must provide for the recognition of
knowledge, skills and attitudes regardless of how they
have been acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
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modularised training packages to gain competencies.
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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to
all learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
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
o 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
o 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
o When evidence is gathered the assessor must be satisfied
that evidence is the learner’s own work.
 Current
o 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
 Job role and environment 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
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 UNIT OF COMPETENCY
The units of competency specify the standards of performance required
in the workplace.
This assessment addresses the following unit(s) of competency from
CHC52015 Diploma of Community Services:
CHCCSM005 – Develop, facilitate and review all aspects of case
management
1. Determine appropriate response to case management in
accordance with organisation and legislative requirements
2. Conduct case management meetings
3. Develop an appropriate case management plan
4. Monitor and review case work activities and processes
CHCCCS004 – Assess co-existing needs
1. Prepare for assessment
2. Analyse the person’s needs using a collaborative approach
3. Determine appropriate services
4. Complete reporting
5. Evaluate assessment and referral process
CHCCSM004 – Coordinate complex case requirements
1. Establish coordination function
2. Support the client to access multiple services
3. Monitor client progress
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
Competency
Assessment Activities
CHCCSM005
CHCCCS004
CHCCSM004
Case study   
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