CHCCS411C Trainers Marking Guide V1.1

CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR
TRAINER’S MARKING GUIDE

Table of Contents
Table of Contents ................................................................................................... 2

Candidate Details ................................................................................................... 4
Assessment – CHCCS411C: Work effectively in the community sector ......................... 4
Competency Record to be completed by Assessor ..................................................... 5
Activities ................................................................................................................ 6
Activity 1A ............................................................................................................. 6
Activity 1B ............................................................................................................. 6
Activity 1C ............................................................................................................. 7
Activity 1D ............................................................................................................. 7
Activity 1E ............................................................................................................. 8
Activity 1F.............................................................................................................. 9
Activity 1G ............................................................................................................. 9
Activity 2A ............................................................................................................10
Activity 2B ............................................................................................................10
Activity 2C ............................................................................................................11
Activity 2D ............................................................................................................11
Activity 2E ............................................................................................................12
Activity 2F.............................................................................................................12
Activity 3A ............................................................................................................13
Activity 3B ............................................................................................................13
Activity 3C ............................................................................................................14
Activity 3D ............................................................................................................15
Activity 4A ............................................................................................................16
Activity 4B ............................................................................................................16
Activity 4C ............................................................................................................17
Activity 5A ............................................................................................................17
Activity 5B ............................................................................................................18
Activity 5C ............................................................................................................19
Activity 5D ............................................................................................................20
Activity 5E ............................................................................................................20
Activity 5F.............................................................................................................21
Activity 5G ............................................................................................................21
Activity 6A ............................................................................................................22
ASMI|CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR|VERSION 1 JAN 2015 PAGE 2

Activity 6B ............................................................................................................22
Activity 6C ............................................................................................................22
Activity 6D ............................................................................................................23
Activity 7A ............................................................................................................23
Activity 7B ............................................................................................................24
Activity 7C ............................................................................................................24
Skills and Knowledge Activity ..................................................................................25
Major Activity ........................................................................................................27

Candidate Details
Assessment – CHCCS411C: Work effectively in the community sector

The learners must complete the following activities and hand them into you for marking.
This forms part of the learner’s assessment for CHCCS411C: Work effectively in the
community sector. The initial activities are formative – the Skills and Knowledge and Major
Activities are summative but all should show the learner’s knowledge of the unit. The
activities should be completed in a suitable environment, whether that is a classroom,
training environment or an appropriate workplace location.
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.
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: ____________________________________________________________

Competency Record to be completed by Assessor
Learner Name: _______________________________________________________
Date of Assessment: _______________________________________________________
The learner has been assessed as competent in the elements and performance criteria and
the evidence has been presented as:
Assessor Initials
Authentic
Valid
Reliable
Current
Sufficient
Learner is deemed: COMPETENT NOT YET COMPETENT

(Please circle)
If not yet competent, date for re-assessment: ____________________
Comments from Trainer / Assessor:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________
Assessor Signature: __________________________________________

Activities
Activity 1A
Objective To provide you with an opportunity to follow ethical guidelines

in decision-making in all work undertaken with an awareness
of potential ethical complexity in own work role.
Activity What ethical guidelines apply to your particular role?
Detail any and explain why they are in place.
All answers will vary.
Answers will vary according to the position and authority of the learner.
Activity 1B
Objective To provide you with an opportunity to reflect understanding

and compliance with the principles of duty of care and legal
responsibilities in all work undertaken.
Activity Explain the duty of care and how it affects different aspects of
your work.
All answers will vary and will depend on the role of the learner.
Learners should reflect on how compliance with this affects their work
and their decisions.

Activity 1C
Objective To provide you with an opportunity to refer any breach or non

adherence to standard procedures or adverse event to
appropriate personnel.
Activity Give an example of each:
 Breach in the duty of care
 Non adherence to standard procedure
 Adverse event
For each, explain the issue, how you would report it and to
whom.
Learners should be able to identify an example of each and explain

what would need to be done in each instance.
For example, a client suffers a fall.
The fall was an accident and was not caused by negligence. The
accident log is filled in and the client is assessed for injury. No injury is
apparent; the staff on the next shift are informed and told to keep an
eye on the client, in case their condition worsens.
Activity 1D
Objective To provide you with an opportunity to maintain confidentiality

of any client matter in line with organisation policy and
procedure, regulatory requirements and/or code of practice.
Activity How can you maintain the confidentiality of:
 Medical records?
 Storage of records?
 Verbal communication?
 Written communication?
Also, how are written records destroyed in your workplace?
All answers will vary from organisation to organisation and will depend
upon the role and authority of the learner.

Activity 1E
Objective To provide you with an opportunity to show respect for rights

and responsibilities of others through considered application of
work practices.
Activity Identify a job that you do that is part of a chain, which is

affected by the person before you and will affect the person
after you.
How can you carry out this job to help the rest of your
colleagues?
For example:
My job is to prepare and serve breakfast to care home residents in the

morning. They eat a cooked breakfast, such as porridge or eggs. For
me to do my job, the nurses need to have the residents dressed and
ready to eat. If they don’t do this, the food will get cold and spoilt and
the residents will not enjoy their breakfast.
I need to do my job to ensure that the residents’ schedules are met and
that they have a healthy start to the day. If I don’t feed them on time,
then they can miss out on days out, activities and seeing their visitors.
I try my best to give a quick service, so that the residents are not
delayed and hold the morning staff up. I keep the food under heat
lamps and look after it until the residents arrive, so that the residents’
food does not get cold or spoilt.

Activity 1F
Objective To provide you with an opportunity to reflect current working

knowledge and understanding of employee and employer
rights and responsibilities in all work undertaken.
Activity Which elements of rights and responsibilities at work do you

have a part in?
What does this entail?
Explain each one.
Refer to the list in section 1.6 of the unit.
Employees should generally contribute to:
 WHS
 Attendance
 Confidentiality
 Duty of care
 Protection from discrimination.
Activity 1G
Objective To provide you with an opportunity to recognise, avoid and/or

address any conflict of interest.
Activity Give an example of a conflict of interest and the action to take.
Conflict of interest:
Recognise issue:
Avoid:
Address:
Examples are given in section 1.7 of the unit.
Learners should be able to describe their own example.

Activity 2A
Objective To provide you with an opportunity to develop, review and

revise personal skills in communication as an ongoing priority
to address work role requirements.
Activity Identify three types of communication issues that you may

have to work around at work and explain how you would do
this for each.
For example:
Language barriers: interpreter.
Difficulty understanding complex terminology: use simplified language

and check that they understand.
Memory problems: provide written information and notes.
Activity 2B
Objective To provide you with an opportunity to exercise caution in

communicating personal information by oral and written
means to ensure confidentiality of client and staff matters.
Activity Identify some measures you could/already take to protect:
 Verbal / oral communication
 Written communication
Examples are given in section 2.2 of the Learner Guide. Any answers
that sufficiently protect the information being communicated are
acceptable.

Activity 2C
Objective To provide you with an opportunity to routinely apply

workplace protocols and procedures in all workplace
communication to support accuracy and understanding of
information provided and received.
Activity Make a brief list of examples of the following:
 Workplace acronyms
 Workplace abbreviations
 Workplace slang
 Workplace sociolect.
Aim to give two to three examples for each.
For each example, give the term used and explain what it
means or refers to.
Acronym: SO – Service User
OAP – Old Age Pensioner.
Abbreviations: Nitro – nitroglycerin
Sociolect: “Mr Williams is in the wet room on second” where ‘wet room’
means ‘shower.’
Activity 2D
Objective To provide you with an opportunity to recognise individual and

cultural differences and make any adjustments in
communication needed to facilitate the achievement of
identified outcomes.
Activity Identify an individual and a cultural difference in

communication that you can accommodate.
All answers will vary. For example:
Individual differences: service user is deaf on one side – remember to

speak into their good side.
Cultural difference: an Asian client should not have his personal space
invaded.

Activity 2E
Objective To provide you with an opportunity to conduct interpersonal

communication with clients and colleagues in a manner that
enhances a person-centred or community-centred approach
consistent with work role requirements.
Activity Explain how you could use person-centred communication and

approaches in your workplace.
What effect could this have?
For example: gaining the client’s consent to examine, treat or work with
them can make them feel like they are receiving a more personalised
and caring service that takes account of their feelings and wishes, as
opposed to them just being examined like a piece of meat and not
communicated with.
Activity 2F
Objective To provide you with an opportunity to take appropriate

measures to resolve conflict and interpersonal differences in
the workplace.
Activity Explain how conflict and interpersonal issues can be resolved

in your workplace.
You can write about organisation policy, where applicable.
All answers will vary according to learners and their specific workplaces.

Activity 3A
Objective To provide you with an opportunity to develop knowledge of

different sectors involving community work and/or service
delivery and how inter-relationships between these sectors
affect own work.
Activity Give an example of a different sector of the care industry that

an aged person might require the use of and explain why they
need it.
For example:
 Housing: to help move to a suitable home
 Disability services: to manage a condition
 Home care: to receive help in their own homes.
Activity 3B
Objective To provide you with an opportunity to work with awareness of

the roles of various organisations involved in community work
and/or service delivery.
Activity Identify three types of additional service that you could

recommend for an aged client that would benefit them in some
way.
For example:
Volunteer gardening services: free or at a small charge. Can do services

like weeding, mowing, clearing gardens, maintaining trees, etc, so that
people can enjoy their gardens without having to do work that they
can’t manage.

Activity 3C
Objective To provide you with an opportunity to demonstrate respect for

workers from different sectors, levels and agencies within the
industry.
Activity Identify three people/positions/roles that may be considered

above you in the hierarchy of the workplace.
Identify three people/positions/roles that may be considered

below you in the hierarchy of the workplace.
For each, give the job description/title and explain why they
are needed and what role they provide.
All answers will vary. Learners should identify the merits and purpose of
each person or role.
Above:
 Managers
 Supervisors
 Senior staff
 Inspectors
 Standards, etc.
Below the role of nurse/caregiver:
 Laundry
 Food server
 Housekeeping
 Student.

Activity 3D
Objective To provide you with an opportunity to gain and maintain

awareness of current issues influencing community work
and/or service delivery, including issues for Aboriginal and
Torres Strait Islander peoples.
Activity Source information on a current or recent issue affecting the

care industry.
 Describe the issue.
 Explain where and how you found this information.
 What could you do in response to this?
For example:
There has been a scandal about understaffed care homes, which has
resulted in reports of neglect.
Followed in the media; news, TV, online, etc.
Explain to families of new and existing clients how your rota system
works and assure them that there are always X amount of staff in at
any one time and how there are Y amount of clients for every care
provider.

Activity 4A
Objective To provide you with an opportunity to demonstrate

consideration and understanding of the underpinning values
and philosophy of the sector and the work area.
Activity Select three items from this list in section 4.1 of the unit and
explain why they are important for the care industry.
 A holistic and person-centred approach
 Promotion of the wellbeing of staff, clients and communities
 Early identification of problems
 Delivery of appropriate services
 Commitment to meeting the needs and upholding the rights of

people
 Commitment to empowering the person and/or the community
 Ethical behaviour
 Preventative strategies
 Exercise of responsibilities and accountabilities within the

context of duty of care for clients.
For example:
Delivery of appropriate services: this means meeting the individual

needs of each client and making sure they get what they need, without
any other irrelevant services.
Activity 4B
Objective To provide you with an opportunity to demonstrate a

commitment to access and equity principles in work in the
sector.
Activity To what situations might access and equity rules apply to in

your industry/sector?
For example, care services, healthcare, housing, other help.

Activity 4C
Objective To provide you with an opportunity to identify personal values

and attitudes and take into account when implementing work
activities.
Activity Identify three good values and three bad values that could
affect work performance and explain why each is good/bad.
For example:
Efficiency: good because can get work done in good time.
Leadership: good because can lead others and help others.
Tardiness: bad because unreliable and disruptive
Intolerance: bad because you need tolerance and understanding when

dealing with people from different cultures, etc.
Activity 5A
Objective To provide you with an opportunity to identify relevant

organisation policies and procedures relating to awards,
standards and legislative requirements of own work role and
clarify any uncertainties with appropriate personnel.
Activity Identify a workplace accreditation or award scheme.
What do you need to do to get it?
What does this tell existing and potential clients about the
business?
All answers will vary and will depend upon the particular sector and
type of care provided. Learners may refer to the internet or their own
knowledge.

Activity 5B
Objective To provide you with an opportunity to contribute to identifying

and implementing improved work practices.
Activity Identify an area of your work that could be improved.
 What is the issue?
 What could be improved about it?
 How would you achieve this?
 What would this solve?
For example:
 Making the beds takes too long and is frustrating.
 We need to make this easier and quicker.
 We could use fitted sheets instead of flat sheets.
 This would save time and effort and stop sheets becoming
crumpled and pulled out in the night.

Activity 5C
Objective To provide you with an opportunity to comply with relevant

accreditation and standards applying to work undertaken.
Activity Identify an accreditation scheme or standard that is either held

by your organisation or could be available to it.
 What is it?
 What does it mean?
 Is it mainstream or more specialised?
 What do you have to do to get it?
 What benefits will it provide?
For example, an award for providing excellent food.
 An award for providing excellent food, in terms of taste, variety,

nutrition and quality.
 It means that we provide over and above the minimum

expected quality of food.
 More specialised.
 Have an inspection of a mealtime and have menus examined.

Residents are also interviewed about their opinions on the food.
 Offers an additional perk that others don’t, sets this care home
above the rest. Poor food is often a problem in care homes, so
this can be a big advertising point.

Activity 5D
Objective To provide you with an opportunity to demonstrate

understanding and focus on achieving organisation goals and
objectives in all work undertaken.
Activity Identify a goal that your organisation may use.
 What does it aim to achieve?
 How will it manage this? What needs to be done?
 What will the outcome be?
 Goal: increase occupancy.
 Manage through advertisement, holding open days, signing new

clients up.
 Outcome: higher occupancy, higher turnover, higher

profitability, contribute to growth and expansion.
Activity 5E
Objective To provide you with an opportunity to respond positively to

changes to improve work practices and procedures in
accordance with organisation requirements.
Activity Give an example of a change in work practices and explain why

it was / is necessary.
For example: breakfast is to be served 30 minutes earlier; this means

that catering staff have to be ready 30 minutes early and residents
have to be up and ready for breakfast earlier.
Many residents awaken very early and have complained of having to

wait a long time before any food is available.
This means staff have to be ready 30 minutes earlier, but this benefits
the residents much more.

Activity 5F
Objective To provide you with an opportunity to identify issues requiring

mandatory notification and report to supervisor and/or an
appropriate authority.
Activity Identify three issues that would require mandatory notification

and explain what you would need to do for each.
For example:
A resident is missing.
1. Inform the most senior supervisor.
2. Carry out a search.
3. Call the police.
4. Call social services.
Activity 5G
Objective To provide you with an opportunity to reflect and identify own

scope of practice within each work context.
Activity Identify three things that you are specifically permitted to do

under your scope of practice.
Identify three things that you are NOT permitted to do under

your scope of practice.
All answers will vary and will depend upon the qualifications, licenses
and level of authority and seniority of each learner.

Activity 6A
Objective To provide you with an opportunity to seek advice from

appropriate persons on areas for skill and knowledge
development.
Activity Identify three sources of information you could access to

improve or update your skills and knowledge.
Explain how you would do this.
All answers will vary and may include training sessions, fact sheets,
textbooks, the internet, colleagues, managers, trainers, etc.
Activity 6B
Objective To provide you with an opportunity to identify options for

accessing relevant skill development opportunities and initiate
action in consultation with manager.
Activity What training sessions are offered at your workplace?
How do you access them?
Activity 6C
Objective To provide you with an opportunity to undertake designated

skill and knowledge development and maintenance activities
of the organisation.
Activity How can you ensure that you have all training up to date?
What should you do if you identify a discrepancy?
For example, through the use of training records and schedules. Follow
up with training.

Activity 6D
Objective To provide you with an opportunity to identify and prioritise

personal work goals in accordance with organisation
requirements.
Activity Give an example of a work goal that:
 Matches the direction of the organisation right now
 Does not match the direction of the organisation right now.
Explain why each does/does not match the organisation.
You should also indicate a direction that the organisation could

take- this doesn’t have to be actual.
All answers will vary. For example:
The organisation is expanding.
Match: wanting to be a manager.
No match: wanting to go part-time.
Activity 7A
Objective To provide you with an opportunity to undertake self-

evaluation in conjunction with supervisors and/or peers.
Activity Detail a method of self evaluation you could/do use.
Why is this effective?
For example, performance reviews. Identifying own strengths and

weaknesses. Discussion with colleagues and peers. Check lists.

Activity 7B
Objective To provide you with an opportunity to provide and receive

open and evaluative feedback to and from co-workers.
Activity How is feedback given within your workplace?
All answers will vary. Learners should identify as many examples as

possible.
Activity 7C
Objective To provide you with an opportunity to actively seek

constructive feedback relevant to work role and accept it non-
defensively.
Activity How would you seek feedback?
From whom?
How?
For example: from colleagues, team-members or supervisors.
By asking, having conversations, etc.

Skills and Knowledge Activity
Objective To provide you with an opportunity to demonstrate your

knowledge of the required skills, knowledge and critical aspects
of assessment.
Activity Complete the following individually and attach your completed

work to your workbook.
The answers to the following questions will enable you to demonstrate

your knowledge of:
 Communication and interpersonal skills
 Safety skills
 Literacy skills
 Development skills
 Initiative skills
 Teamwork skills
 Independent working skills
 Own beliefs and limitations
 Ethical frameworks
 Organisational policies and procedures
 Different approaches to work
 Current issues
 Duty of care
 Technicalities of own work role
Answer each question in as much detail as possible, considering

your organisational requirements for each one.
All answers will vary depending on the learner and the organisation they
work for but the learner should be able to answer each question
competently.

Create a poster about one of the following:
 Ethics
 Duty of care
 Mandatory notification
 Working effectively with others
 Values and philosophy in the community sector
 Personal work standards and improvements.
For the item you choose, create a poster that could be displayed
in the workplace informing workers of the relevant information
they should be aware of.
This exercise is designed to allow you the opportunity to

summarise the skills and knowledge you have gained so far
through the completion of this module.
All answers will vary and should summarise the information provided for
the chosen topic.

Major Activity
Objective To provide you with an opportunity to demonstrate your

knowledge of the entire unit.
Activity This is a major activity – you should let the learners know
whether they will complete it during class or in their own time.
Completed answers should be attached to the workbook.
They must individually, answer the following questions in full to show

their competency of each element:
1. Work ethically
2. Communicate effectively in a community work or service

delivery setting
3. Work effectively within the community services system
4. Demonstrate commitment to relevant values and philosophy

underpinning work in the sector
5. Maintain work standards
6. Take responsibility for personal skill development
7. Reflect on own practice
1. Why is it important to follow ethical guidelines in decision

making?
Good practice, avoid issues, do the best for the client and the
company, make the best decision, adherence to moral guidelines,
etc.
2. What is the purpose of the duty of care?
To ensure that care providers adhere to a framework of providing a

proper standard of care and attention to clients.
3. Why is it important to refer issues and breaches to the

relevant personnel?
To ensure issues are resolved, follow protocol, duty of care

maintained, legal obligations, etc.

4. Why is maintaining confidentiality important? Answer in
terms of legality and morality.
Legal consequences can be serious for the employee and the

organisation. Clients can be affected emotionally and financially by
unauthorised sharing or use of their personal information.
5. Why is it important to show respect for others when

working?
So everyone can work harmoniously, people aren’t held up, people

can do their jobs, prevent issues and conflict, etc.
6. Why should all employees have an understanding of

employee and employer responsibilities?
So they can adhere to them and know their rights. All employees
should contribute to the maintenance of a happy and healthy
working environment.
7. Why are conflicts of interest a bad thing?
Not ethical, unfair, abuse of power, not in the interests of the clients
or the company, etc.
8. Why is meeting the communicative needs of clients an

important part of aged care provision?
To make clients comfortable, hear their needs and concerns, tell

them information, social interaction, etc.
9. Why should staff exercise care in communicating sensitive

information about the business/organisation?
To keep private information private, preserve the integrity of the

business, protect financial information, restrict knowledge to staff
and clients, data protection, confidentiality, etc.
10. Why are workplace communication protocols used?
Standardisation, clarification, minimise misunderstanding, etc.

11. Why should you recognise individual and cultural
differences in communication requirements and aim to
facilitate them?
To get around issues and difficulties, to make the client relaxed and
comfortable, to be accommodating, duty of care.
12. Why is person-centred communication good?
Makes client feel more valued and personal, more reassuring,

respectful, ethical, shows care, avoids impersonal routines, etc.
13. Why should conflicts be resolved quickly at work?
Nip the issue in the bud, prevent worsening, maintain relationships,

happy work environment, etc.
14. Why should you develop your knowledge of other service

sectors?
To make arrangements for the client, to work co-operatively, etc.
15. Why is it useful and recommended for you to be aware of

additional services available to clients?
Can give them information on services that can use that will
enhance their day to day lives and help them.
16. Why should you respect workers from all sectors and
levels?
Ethics, anti-discrimination, respect, all working for the same goals,

every job is required.
17. Why is it important to differentiate between Indigenous

and non-Indigenous peoples?
Respect, ethics, cultural differences, need different types and levels

of care, different needs for diet, communication, etc.

18. Why should staff demonstrate consideration and
understanding of the underpinning values and philosophy of
the sector?
To provide a basis for care provision and attitudes.
19. Why is access and equity important?
It enables all people the chance to access services and resources

that they need, without exclusion or discrimination.
20. How can good personal values be utilised in the workplace?
Play to strengths, take advantage of natural abilities and

dispositions, etc.
21. Why are awards and standards useful in this industry?
Helps ensure basic level of care, can pick out better companies,
incentive to better, etc.
22. Why is it important to improve work practices, where

possible?
Faster, easier, cheaper, better, better for the staff, etc. Should
always improve to avoid stagnation and the onset of issues and
problems.
23. Why should staff comply with accreditation standards at

work?
To maintain the quality of service, retain award, qualify for more,

etc.
24. Why are organisational goals important?
To grow the business, resolve issues, etc.

25. Why should staff react positively to work practices, where
possible?
Helps them adapt easier, less resistance, less rejection, happy

workforce and environment, etc.
26. What is the need for mandatory notification?
To ensure that serious issues are reported and staff / organisations

are not given the chance to cover things up. To enforce reporting
systems by punishing those who do not follow procedure.
27. Why is the scope of practice a useful tool?
Designates what individuals can or cannot do. Permits them to do

things they are qualified for and outlines what they can’t do.
28. Why should you seek help on developing skills and

knowledge if required?
To maintain your knowledge and ability, better to ask, clarification,

etc.
29. Why are skill development opportunities useful?
To better self and workforce, self-improvement, new opportunities,

improve workforce, etc.
30. Why might the organisation specify skills and knowledge

training requirements?
To keep staff up to standard and aware of current events and

affairs.
31. Why should personal goals ideally align with organisational

goals?

To help each other out, make each more attainable, etc.
32. Why is self-evaluation useful?
Can understand what you’re good and bad at and work accordingly.
Know what to volunteer yourself for.
33. Why is feedback useful?
Can be encouraging, resolve problems, develop techniques, reveal

strengths, etc.
34. Why should you accept feedback non-defensively?
To remain professional, avoid offending or upsetting the givers, void

being ungrateful, personal development, etc.

CHCCS411C Trainers Marking Guide V1.1

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CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR

TRAINER’S MARKING GUIDE

Table of Contents ................................................................................................... 2

ASMI|CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR|VERSION 1 JAN 2015 PAGE 2

ASMI|CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR|VERSION 1 JAN 2015 PAGE 3

Assessment – CHCCS411C: Work effectively in the community sector

If activities have been completed as part of a small group or in pairs, details of

ASMI|CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR|VERSION 1 JAN 2015 PAGE 4

Date of Assessment: _______________________________________________________

Learner is deemed: COMPETENT NOT YET COMPETENT

If not yet competent, date for re-assessment: ____________________

Comments from Trainer / Assessor:

Assessor Signature: __________________________________________

ASMI|CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR|VERSION 1 JAN 2015 PAGE 5

Objective To provide you with an opportunity to follow ethical guidelines

Activity What ethical guidelines apply to your particular role?

Detail any and explain why they are in place.

All answers will vary.

Objective To provide you with an opportunity to reflect understanding

ASMI|CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR|VERSION 1 JAN 2015 PAGE 6

Objective To provide you with an opportunity to refer any breach or non

Activity Give an example of each:

 Breach in the duty of care

 Non adherence to standard procedure

All answers will vary.

Learners should be able to identify an example of each and explain

For example, a client suffers a fall.

Objective To provide you with an opportunity to maintain confidentiality

Activity How can you maintain the confidentiality of:

Also, how are written records destroyed in your workplace?

ASMI|CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR|VERSION 1 JAN 2015 PAGE 7

Objective To provide you with an opportunity to show respect for rights

Activity Identify a job that you do that is part of a chain, which is

My job is to prepare and serve breakfast to care home residents in the

ASMI|CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR|VERSION 1 JAN 2015 PAGE 8

Objective To provide you with an opportunity to reflect current working

Activity Which elements of rights and responsibilities at work do you

What does this entail?

Explain each one.

Refer to the list in section 1.6 of the unit.

Employees should generally contribute to:

 Protection from discrimination.

Objective To provide you with an opportunity to recognise, avoid and/or

Activity Give an example of a conflict of interest and the action to take.

All answers will vary.

Examples are given in section 1.7 of the unit.

Learners should be able to describe their own example.

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Objective To provide you with an opportunity to develop, review and

Activity Identify three types of communication issues that you may

All answers will vary.

Language barriers: interpreter.

Difficulty understanding complex terminology: use simplified language

Memory problems: provide written information and notes.

Objective To provide you with an opportunity to exercise caution in

Activity Identify some measures you could/already take to protect:

 Verbal / oral communication

All answers will vary.

ASMI|CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR|VERSION 1 JAN 2015 PAGE 10

Objective To provide you with an opportunity to routinely apply

Activity Make a brief list of examples of the following:

Aim to give two to three examples for each.

All answers will vary.