Course Title: Facilitate ongoing skills development using a person-centred approach
Part B: Course Detail
Teaching Period: VE 2022
Class Number: 2047
Class Section: SJG3
For flexible terms and optional semesters, a Part B course guide may have been published for the entire teaching period, or for the specific class number in which you are enrolled. If there is no Part B course guide published for your specific class number, please refer to the guide for the teaching period in which you are enrolled. Enrolment Online is the definitive source for details regarding your class enrolment.
Course Code: BUSM7998C
Course Title: Facilitate ongoing skills development using a person-centred approach
Important Information:
This course is delivered and assessed in a cluster with: Communicate using augmentative and alternative communication strategies (CHCDIS004) and Follow established person-centered behaviour supports (CHCDIS002).
This course can be delivered through the Social Care or the FSSI clusters
School: 535T Social Care and Health
Campus: City Campus
Program: C4365 - Certificate IV in Disability
Course Contact: Clare McGlone
Course Contact Phone: +61 3 99257929
Course Contact Email: clare.mcglone@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 50
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
None
Course Description
This course describes the skills and knowledge required to plan, implement and review formal and informal ongoing skills development, in collaboration with a person with disability and incorporate into the person’s individualised plan.
This course applies to workers in varied disability contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.
This unit is delivered and assessed in a cluster with:
CHCDIS004 - Communicate using augmentative and alternative communication strategies
CHCDIS002 - Follow established person-centered behaviour supports
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCDIS009 Facilitate ongoing skills development using a person-centred approach |
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Element: |
1.1 Identify the person with disability s skill development needs using a person-centred approach 1.2 Document development needs in line with organisation program guidelines 1.3 Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or other relevant person for inclusion in the individualised plan 1.4 Make referrals to other staff or specialist services according to the persons needs |
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Performance Criteria: |
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Element: |
2. Plan person-centred, ongoing skill development 2.1 Use appropriate communication techniques to engage the person in identifying learning goals 2.2 Identify a range of learning strategies and opportunities to address the person s goals 2.3 Develop formal ongoing skills development activities using a person-centred approach and, where appropriate, in conjunction with other relevant personnel 2.4 Document ongoing skills development in the person s individualised plan |
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Performance Criteria: |
2.1 Use appropriate communication techniques to engage the person in identifying learning goals 2.2 Identify a range of learning strategies and opportunities to address the person’s goals 2.3 Develop formal ongoing skills development activities using a person-centred approach and, where appropriate, in conjunction with other relevant personnel 2.4 Document ongoing skills development in the person’s individualised plan |
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Element: |
3. Implement person-centred, ongoing skills development strategies 3.1 Work with the person to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering 3.2 Inform and support colleagues and relevant others to implement person-centred ongoing skills development in line with the person s individualised plan 3.3 Access and utilise equipment and resources as required to facilitate the learning process 3.4 Document outcomes in the person s individualised plan |
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Performance Criteria: |
3.1 Work with the person to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering 3.2 Inform and support colleagues and relevant others to implement person-centred ongoing skills development in line with the person’s individualised plan 3.3 Access and utilise equipment and resources as required to facilitate the learning process 3.4 Document outcomes in the person’s individualised plan |
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Element: |
4. Evaluate skills development and review plan
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Performance Criteria: |
4.1 Monitor the person’s development and provide feedback to the person and/or carer and/or relevant other regarding progress towards objectives and goals 4.2 Evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person 4.3 Identify opportunities for ongoing skill development |
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Element: |
5. Identify and implement incidental learning opportunities to enhance skills development 5.1 Identify situations that can act as potential informal learning opportunities and encourage learning 5.2 Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in appropriate format 5.3 Provide encouragement when the person takes initiative in learning situations 5.4 Withdraw support to an appropriate level in order to encourage experiential learning and development |
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Performance Criteria: |
5.1 Identify situations that can act as potential informal learning opportunities and encourage learning 5.2 Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in appropriate format 5.3 Provide encouragement when the person takes initiative in learning situations 5.4 Withdraw support to an appropriate level in order to encourage experiential learning and development |
Learning Outcomes
On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.
Details of Learning Activities
Classes where information is shared through talks and group discussions, and exercises are conducted to apply learning. Time in class, will also be spent working on applied assessment tasks.
Teaching Schedule
Workshop title |
Unit/s |
Explanatory notes |
8 - 12 Communication, skills development and behaviour support. |
CHCDIS004 Communicate using augmentative and alternative communication strategies CHCDIS009 Facilitate ongoing skills development using a person centred approach CHCDIS002 Follow established person centred behaviour supports |
Communication and skills development will happen at home, in the community and at our services. We begin this Cluster by defining "communication" and considering the ways in which humans communicate effectively. People with disabilities may encounter difficulty in communicating so we look to alternative and augmentative communication (AAC) to ensure we can understand each other. AAC includes commonly used methods which may be adapted for specific needs. Our skills, our strengths, interests and goals enable us to live a full, interesting and empowered life. People we support will often need extra time, structures or opportunities to master those skills. Active person centred support strategies are a valuable and dynamic way to support independence and self- autonomy. This continues the focus on communication but in the context of lifelong skills development maintenance. This links with themes from across your Certificate IV studies looking at how we best support a person to live a life filled with experiences, challenges, opportunities, changes and joy. The third unit in Cluster 4 focuses on person centred behaviour supports. In understanding the reasons and causes of behaviours that concern us and challenge us we begin to understand how to positively address the underlying issues. Using observation tools and methods enables workers to collect accurate evidence through which effective and person-centred behaviour support strategies can be developed. Effective communication enables us to understand what people are saying (however they may be saying it), empowers them to express their preferences, choices and frustrations. It ensures that we can support them to acquire the skills they need to achieve their goals. In turn this enriches their lives and experiences. Increasing the quality of communication leads to improved support to self manage and have a busy life. In turn many behaviours resulting from frustration, boredom will decrease. This workshop concludes Cluster 4 and broadens the context to consider other complex issues that impact on people's lives. |
Learning Resources
Prescribed Texts
References
Other Resources
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The learning Lab
www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops
Overview of Assessment
This course is assessed with the courses CHCDIS004 Communicate using augmentative and alternative communication strategies and CHCDIS002 Follow established person-centered behaviour supports.
The assessment tasks are as follows:
Task 1: Short answer knowledge questions Linking theory and practice
Task 2: Third party (supervisors)report
Task 3: Simulation (Scenario) Case study
Task 4 Product assessment task -Hypothetical Case Study – Prepare a Personal Development Plan
Assessment Tasks
Assessment Task 1 Knowledge Questions
Assessment Tsk 2 Supervisor Report
Assessment Task 3 Scenario Simulation Discussion
Assessment Task 4 Case Study
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency.
The assessment matrix is located in Canvas, at the end of each assessment task.
Other Information
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students
Course Overview: Access Course Overview