CHC52015 - Reasonably Adjusted Work Placement Arrangement & Availability - Academic Assignment Help

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Reasonably Adjusted Work Placement Arrangement Guidelines. 

Due to COVID 19, understandably, the Australian Government has placed certain restrictions on physical and social distancing that has affected the work placement process and availability. 

Resequencing 

SCEI has re-sequenced its training and assessment strategies thus its placement to deliver theoretical training and assessment, and offer practical placement where they are able. 

Simulation  

Students will be able to undertake training and assessment in a simulated environment for the units advised by  training.gov as units that can be conducted in a simulated environment to continue their learning or to conduct an assessment (when they are able to attend physical classes).  

When possible simulated training and assessment will be conducted remotely; in such circumstances, SCEI will consider how students gain access to resource requirements to effectively practice these skills. 

Physical Work Placement  

For the units that contain tasks that should be conducted only in the workplace, that component of the assessment will be deferred until such time that it can be conducted. In these instances, SCEI will: 

I. Design and validate a new work placement book that contains only the mandatory units 

II. Ensure the units with mandatory assessments are assessed in a work placement 

Introduction

4 About Southern Cross Education Institute 4 Competency-based learning 5 The role of the workplace supervisor in competency-based learning 5 The role of SCEI work placement officers 6 Placement commencement requirements 6 Reasonable adjustment 6 Assessment 7 Principles of Assessment 7 Rules of Evidence 8 Conducting assessments in the workplace 8 Foundation Skills 8 Feedback and evaluation 9 General placement information 10 Placement commencement requirements 11 Code of Ethics and Practice Standards 11  Work placement agreement 14 Purpose of the Agreement: 14 STUDENT RESPONSIBILITIES 15 SCEI RESPONSIBILITIES 16 HOST EMPLOYER RESPONSIBILITIES 17 GENERAL INFORMATION 18 TERMINATION 18 PERSONAL ACCIDENT INSURANCE 18 PUBLIC LIABILITY INSURANCE 18 DECLARATION 19 Student Declarations 20 Student Goals for Practical Placement 22 Student Placement Hours Log 194 Work Placement - Orientation Checklist 28 Observation at workplace 29 CHCDEV002 Analyse impacts of sociological factors on clients in community work and services 30

Introduction 

In the Diploma of Community Services, the work placement component is an opportunity for students to apply skills and theory in a community service setting and prepares the student for employment. It is an important and accessible component of the course. Students are required to complete a minimum of 100 hours of industry work placement at an approved agency in the community service sector that has entered into a work placement agreement with SCEI. 

During the work placement students are encouraged to practice their skills and further develop their knowledge under the supervision of an experienced supervisor. Students will also be formally assessed by an SCEI trainer which contributes to the assessment of specific units and therefore the overall outcome of the course. 

Objectives of the work placement component: 

• To allow the student to apply theory to practice. 
• To allow the student to demonstrate the ability to communicate and work pro-actively with fellow workers, clients, and other students.  
•  To allow the student to demonstrate that they can work as a co-operative team member,  express appropriate attitudes consistent with current philosophies, the ACWA code of ethics, and work practices of the vocational area.  
•  To enable students to satisfactorily complete the practical component of the course which will  include a range of supporting tasks as outlined in the work placement booklet 
• This booklet contains information about Southern Cross Education Institute, the role of the workplace supervisor during student placement, the structure of the Diploma of Community Services, and the requirements for assessments.  

Competency-based learning 

One of the key components of the reforms in the vocational education and training system in Australia has been the development of competency standards for the industry. Competency standards determine the requirements for effective workplace performance and act as a benchmark for curriculum development and assessment. 

Competency-Based Training (CBT) focuses on what is expected of an employee in the workplace rather than on the process of learning. The focus is on the ability of the person to apply relevant skills and knowledge to the competency standard determined by the industry. Competency is a broad concept and covers all aspects  of work performance including the ability to: 

1.  Undertake the task 
2.  Manage the task 
3.  Manage a number of different tasks 
4.  Transfer the task to different environments  
5. Work within industry/workplace standards 
6. As part of the assessment of the student, the key points above will be taken into consideration.
7. The assessor will also take into consideration the student’s attitude, ethics, and level of understanding when marking the student.  

The role of the workplace supervisor in competency-based learning 

Supervision is an integral part of the work placement as it provides the opportunity to receive constructive feedback. Students will be assigned a workplace supervisor in the placement organization. In order to assess all aspects of the competency, it is important for students to be continually assessed and observed, to determine if they are able to manage a variety of tasks, handle contingency plans, display correct attitudes,  etc.  

It is the role of the workplace supervisor to: 

1.  support students 
2.  provide information and instruction 
3.  provide opportunities for the student to gain experience as a Diploma level community service  worker 
4.  observe and provide feedback on the student’s performance 
5.  sign off the attendance matrix  
6.  observe the student undertaking tasks 
7.  complete the workplace supervisor third party report in the Work Placement Book.