CHCAGE001 Facilitate the empowerment of older people Learner Guide Table of Contents Unit of Competency 5 Application 5 Performance Criteria 6 Foundation Skills 8 Assessment Requirements 9 Develop...

CHCAGE001
Facilitate the empowerment of older people
Learner Workbook
    Table of Contents

Instructions to Learner    3
Assessment instructions    3
Assessment requirements    6
Candidate Details    7
Assessment – CHCAGE001: Facilitate the empowerment of older people    7
Observation/Demonstration    8
Third Party Guide    9
Third party details (required information from the learner)    9
Activities    10
Activity 1A    10
Activity 1B    10
Activity 1C    11
Activity 1D    12
Activity 1E    12
Activity 2A    13
Activity 2B    13
Activity 2C    14
Activity 1A to 2C checklist – for assessor    15
Activity 3A    16
Activity 3B    16
Activity 3C    17
Activity 3D    18
Activity 4A    19
Activity 4B    19
Activity 4C    20
Activity 4D    20
Activity 4E    21
Activity 3A to 4E checklist – for assessor    21
Summative Assessments    22
Section B: Knowledge Activity (Q & A)    24
Summative Assessments: Section B checklist    29
Section C: Performance Activity    30
Summative Assessments: Section C checklist    31
Supplementary Oral Questions (optional) – for assessor    32
Competency record to be completed by assessor    35
Instructions to Learne
Assessment instructions
Overview
Prior to commencing the assessments, your traine
assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your traine
assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your traine
assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
· Address each question including any sub-points
· Demonstrate that you have researched the topic thoroughly
· Cover the topic in a logical, structured manner
· Your assessment tasks are well presented, well referenced and word processed
· Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your traine
assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
· Presenting any work by another individual as one's own unintentionally
· Handing in assessments markedly similar to or copied from another learne
· Presenting the work of another individual or group as their own work
· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the traine
assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not
eached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your traine
assessor. If you would like to proceed further with the request after discussions with your traine
assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their traine
assessor to request any required adjustments as soon as possible. This will enable the traine
assessor to address the identified needs immediately.
Assessment requirements
Assessment can either be:
· Direct observation
· Product-based methods e.g. reports, role plays, work samples
· Portfolios – annotated and validated
· Questioning
· Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
· Supervisors
· Trainers
· Team members
· Clients
· Consumers.
The third party observation must be submitted to your traine
assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your traine
assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your traine
assessor.
Candidate Details
Assessment – CHCAGE001: Facilitate the empowerment of older people
Please complete the following activities and hand in to your traine
assessor for marking. This forms part of your assessment for CHCAGE001: Facilitate the empowerment of older people.
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. I also understand the assessment instructions and requirements and consent to being assessed.
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:        ____________________________________________________________
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your traine
assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-jo
The observation will usually require:
Performing a work based skill or task
Interaction with colleagues and/or customers.
Demonstration is off-the-jo
A demonstration will require:
Performing a skill or task that is asked of you
Undertaking a simulation exercise.
Your traine
assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your traine
assessor will ensure you are provided with the co
ect equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
Assessment is required in the workplace
Where there are health and safety issues related to observation
Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your traine
assessor in advance of a
anging any future observations or demonstrations.
Third party name:    ______________________________________________________________
Position of third party:    ______________________________________________________________
Telephone number:    ______________________________________________________________
Email address:        ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature:    _____________________________________ Date: ___________________
Activities
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
Activity 1A
    Estimated Time
    20 Minutes
    Objective
    To provide you with an opportunity to conduct interpersonal exchanges in a manner that promotes empowerment and develops and maintains trust and goodwill.
    
    1. How can you establish rapport?
The rapport can be formed by the following steps
· Using positive, confident and co-operative language
· Be interested in what the person is saying and try to be accommodating
· Actively listen to what they say and try to find middle ground
· Be aware of cultural differences
2. What is active listening and how can it promote empowerment, trust and goodwill?
Active Listening is a form of communication that encourages the listener to relate to what the speaker is saying. This can be done by reflecting what they are saying back to them in a way that makes the listener understand that you know what they are saying and can relate to them. This also clarifies that the listener has heard what the speaker is saying (Patterson No
ie et al. 2020). This can be done through both ve
al and nonve
al cues.
3. Give three examples of negative or disempowering communication.
The three examples of negative or disempowering communication are
· Inte
upting the conversation by asking too many questions
· Clearly not paying attention to what the person is saying
· Changing the subject frequently
Activity 1B
    Estimated Time
    15 Minutes
    Objective
    To provide you with an opportunity to recognise and respect older people’s social, cultural and spiritual differences.
    
    1. What does the Equal Opportunity Act say about aged care providers and people’s social, cultural and spiritual differences?
Aged Care providers are not allowed not to care for a customer based on cultural, social or...