CHCICS302B Trainers Marking Guide V1.1 PDF

CHCICS302B PARTICIPATE IN THE IMPLEMENTISATION OF INDIVIDUALISED
PLANS
TRAINER’S MARKING GUIDE

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

Candidate Details ................................................................................................... 4
Assessment – CHCICS301B: Provide support to meet personal care needs .................. 4
Competency Record to be completed by Assessor ..................................................... 5
Activity 1A ............................................................................................................. 6
Activity 1B ............................................................................................................. 6
Activity 1C ............................................................................................................. 7
Activity 1D ............................................................................................................. 7
Activity 1E ............................................................................................................. 7
Activity 1F.............................................................................................................. 8
Activity 2A ............................................................................................................10
Activity 2B ............................................................................................................11
Activity 2C ............................................................................................................12
Activity 2D ............................................................................................................12
Activity 2E ............................................................................................................12
Activity 3A ............................................................................................................13
Activity 3B ............................................................................................................14
Activity 3C ............................................................................................................15
Activity 3D ............................................................................................................16
Activity 3E ............................................................................................................16
Activity 3F.............................................................................................................17
Activity 3G ............................................................................................................17
Activity 3H ............................................................................................................18
Activity 4A ............................................................................................................18
Activity 4B ............................................................................................................19
Activity 4C ............................................................................................................19
Activity 5A ............................................................................................................20
Activity 5B ............................................................................................................20
Activity 5C ............................................................................................................20
Activity 5D ............................................................................................................22
Activity 5E ............................................................................................................22
Activity 6A ............................................................................................................23
Activity 6B ............................................................................................................23
ASMI | CHCICS302B PARTICIPATE IN THE IMPLEMENTATION OF INDIVIDUALISED PLANS | VERSION 1 JAN 2015
|PAGE 2
Activity 6C ............................................................................................................23
Activity 6D ............................................................................................................24
Skills and Knowledge Activity ..................................................................................25
Major Activity ........................................................................................................27
|PAGE 3
Candidate Details
Assessment – CHCICS301B: Provide support to meet personal care needs

The learners must complete the following activities and hand them into you for marking.
This forms part of the learner’s assessment for CHCICS301B: Provide support to meet
personal care needs. 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:
____________________________________________________________
|PAGE 4
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:
________________________________________________________
|PAGE 5
Activities
Activity 1A
Objective To provide you with an opportunity to apply understanding of

organisation's policies, protocols and procedures in relation to
the individualised planning process.
Activity Make a bullet point list of the general contents of an

individualised care plan in your organisation.
For each point, note what it is for and whether it is subject to

compulsory or voluntary inclusion in the plan.
All answers will vary. For example:
 Treatments given: this is compulsory and must be filled in after

every treatment. It details medications, therapy sessions and any
other professional or medical services provided to the client.
 Client’s beliefs about treatment: such as whether they are happy

to accept blood transfusions and donate organs, etc. This is
compulsory.
 Client’s hobbies and interests: such as days out, solitary activities,

social engagements, favourite TV programs, etc. Voluntary
enrichment.
Activity 1B
Objective To provide you with an opportunity to confirm individualised

plan details with the client.
Activity Explain how you would confirm plan details with the client
concerned.
Why is this effective?
All answers may vary and may include having the client sign their record
every time details are added or changed, to indicate their agreement.
|PAGE 6
Activity 1C
Objective To provide you with an opportunity to work with client to

identify actions and activities that support the individualised
plan.
Activity Give three examples of how you could use information

contained within a care plan to recommend and arrange
supportive services and activities.
Mrs Richards is lonely and often goes days without any human contact,
since her family moved out of town. You could recommend and arrange
for her to join a social group related to an interest of hers, such as coffee
mornings, knitting groups and reading clubs.
Activity 1D
Objective To provide you with an opportunity to prepare for support

activities according to client's individualised plan, preferences
and organisation policies, protocols and procedures.
Activity Explain how organisational policies, procedures and protocols

affect the provision of support activities and services in your
workplace.
All answers will vary and depend upon the policies of each individual
organisation.
Activity 1E
Objective To provide you with an opportunity to prepare for support

activities that promote the client's participation and
independence.
Activity Identify three activities that promote the client’s participation

and independence and explain each answer, in terms of the
benefits they could provide.
Knitting classes can be very beneficial for clients who are interested in
knitting, as it encourages creativity, socialising and a sense of
accomplishment. This activity provides some mental stimulation for the
client and helps to pass the time; many people like to give their creations
as gifts to their families or friends.
|PAGE 7
Activity 1F
Objective To provide you with an opportunity to clarify own role in

implementing individualised plan and seek appropriate support
for any aspects outside scope of own knowledge/skills or job
role.
Activity List five tasks you are required to do as part of a typical care
plan.
List five tasks you are not trained or permitted to do.
For each of these, note exactly why you are not permitted to do
them.
Who is permitted to do them?
All answers will vary and will depend upon the role and organisation of
the learner. Learners should identify things they can and cannot do and
indicate that they understand why this is. For example:
 My job is to:
o wake clients up
o assist with dressing and washing
o help the clients get to the dining room for breakfast
 I cannot:
o inject clients: this is because I am not trained and could cause

serious injury to the client. Sarah and Jane are responsible for
doing injections
o give clients their medication: this is because I am not trained

in dosing or monitoring clients. Bill from the dispensary is
responsible for giving clients their medication. When he is
away, John the manager does it.
|PAGE 8
|PAGE 9
Activity 2A
Objective To provide you with an opportunity to introduce oneself

appropriately and maintain courtesy to the client, and carer
where appropriate.
Activity Write a script or similar describing the actions, body language

and conversation of a typical introduction.
Alternately, where possible, you could role-play this with

another colleague, or one-on-one with the trainer.
Point out any actions/body language etc that contribute to the

friendliness of the introduction and how they work.
All answers will vary. Learners should:
 Point out body language skills they could/would use
 Phrases and information they could/would use
 Explain how they could contribute to the comfort of the client and
making a good impression.
|PAGE 10
Activity 2B
Objective To provide you with an opportunity to conduct exchanges with

the client in a manner that develops and maintains trust.
Activity Role-playing activity:
Conduct two different types of exchanges that could occur in

your daily work schedule with a client.
Do this in a manner that promotes and maintains trust and

respect.
The exchanges must all be different, such as:
 Morning greeting
 Conversation as you work
 General conversation
 Answering an enquiry, etc.
Next, have your partner act out a scene with you, but have them
do something that would break trust or damage the
relationship.
Point out what they did wrong and how it made you feel.
Learners may do this activity in pairs, or one-on-one with the trainer.

Learners should identify the positive and negative aspects of each
encounter.
|PAGE 11
Activity 2C
Objective To provide you with an opportunity to maintain confidentiality

and privacy of the client within organisation policy and
protocols.
Activity What stipulations or guidance does your organisation provide

with regards to client privacy?
Locate this information and summarise it here.
All answers will vary. Learners should identify the points made in the
policy.
Activity 2D
Objective To provide you with an opportunity to conduct exchanges with

the client in a manner that respects cultural sensitivities and
needs.
Activity Identify a particular culture you could encounter at work or one

that you already work with.
Note their preferences for:
 Verbal communication
 Non-verbal communication and body language.
All answers will vary. Examples are given in chapter 2.4 of the unit.
Activity 2E
Objective To provide you with an opportunity to support the interests,

rights and decision-making of the client in all dealings.
Activity Give an example of a situation in which you can act for the
client’s best interests.
All answers will vary. Learners should be able to describe how they could
act in the situation to work within the client’s best interests.
|PAGE 12
Activity 3A
Objective To provide you with an opportunity to provide support according

to the individualised plan, the client's preferences and
organisation policies, protocols and procedures.
Activity Identify a typical aspect of a client’s individualised care plan.
 What is it?
 What are the client’s preferences or specifications regarding this?
 What are the organisational policies and procedures regarding

this?
 How are these balanced?
 The client has a skin condition which must be treated by having

an oil-based cream rubbed in to the affected areas
 The client dislikes the feeling of the greasy cream on their skin
and requests that the cream be applied some time before their
night-time bath, rather than the morning, so it can be washed off
before bed and doesn’t rub off into their day clothes
 The organisation usually has medication and other treatments

administered after breakfast. Staff have noticed that this patient
is indeed uncomfortable being covered in greasy cream and
constantly plucks at their clothes and rubs the affected areas all
day long, which chafes their skin, making the original condition
worse. It is decided that an exception will be made, but the client
must let the cream soak in for one hour before bathing.
|PAGE 13
Activity 3B
Objective To provide you with an opportunity to provide support in a

manner that contributes to the client's skill development and/or
maintenance.
Activity Write a case study, similar in style to those given in chapter 3.2
of the unit.
 It should address an aspect of a client’s life that they have control

of, such as cooking, cleaning, dressing, etc. This should be
something that they struggle with or may not seem to do very
well.
 Give an example of what may seem like a logical, time- and

labour-saving solution to you.
 Write how this could negatively affect the client.
 Write an alternate solution that would allow the client to retain

and develop their skills.
All answers will vary. The point of this exercise is for the learner to
identify an issue and provide a suitable solution that supports the client,
while acknowledging that there may be easier and quicker ways of doing
it that would not support the clients’ skills.
Examples are given in chapter 3.2 of the unit, such as this one:
John likes toast for breakfast in the mornings, but he burns it very often.
Sometimes after two or three attempts, he has burnt so much bread that
there is none left and he goes without, or has to eat the blackened toast.
In this instance, it may seem kinder to simply make the toast for him, to
ensure that he doesn’t waste food, doesn’t become frustrated and gets a
good breakfast. This would be damaging for John in the long run, as he
may become dependent upon someone else to make his toast. He would
benefit much more from having someone explain how to make the toast
correctly, such as by turning his grill down or using an egg-timer.
|PAGE 14
Activity 3C
Objective To provide you with an opportunity to provide support according

to duty of care requirements.
Activity Identify five aspects of the duty of care requirements and

explain for each how you would provide support in line with
these requirements.
All answers will vary. For example, proper nutrition:
 If you feed the client, you must ensure that they eat enough
quality food, including fruit and vegetables. If you notice that the
client is not eating, you must determine the reason and provide a
solution
 If your colleagues feed the client and you notice or they tell you
that they are not eating properly, you need to report this to the
appropriate person and sort a solution out
 If the client feeds themselves, such as if they live in private

accommodation and you become aware that they are not eating
properly, you will need to take steps to rectify this. Knowing that
a client only eats two slices of toast all day or binges on junk food
and failing to address and rectify this can mean that you fail in
your duty of care, as you are not ensuring that the client receives
proper nutrition that is healthy.
|PAGE 15
Activity 3D
Objective To provide you with an opportunity to monitor support activities

to determine capacity for the client's participation.
Activity 1. Identify an activity available for clients.
2. Explain how you would monitor it, to gauge required abilities.
3. What elements of the activity should be judged?
4. What do clients need to be able to participate well in the activity?
1. Walking.
2. Would find out the details of the activity by taking part myself or
asking the leader.
3. How far is the walk? Are there rest breaks? Is it uphill? What kind
of terrain is it? How long will it take?
4. Clients will need suitable shoes and the ability to walk at a steady
pace for the required time and distance.
Activity 3E

to determine contribution to the client's independence.
Activity Give an example of an activity designed to contribute to the

clients’ independence.
 How does it contribute to independence?
 How would you monitor it?
All answers will vary. For example, cooking lessons:
 Gives and develops the skills clients need to cook for themselves
at home
 Check that clients can apply these skills independently to cook

food for themselves at home.
|PAGE 16
Activity 3F

to determine contribution to the client's emotional well being.
Activity Identify a situation in which an activity could have a negative

effect upon a client’s emotional wellbeing.
Describe the situation and what is it that makes the client feel
this way.
How would you identify this?
 Mrs Smith is an avid knitter. You recommend that she joins a

knitting activity group
 The group all work on intricate projects, such as stuffed animals

and baby clothes. Mrs Smith struggles with these difficult shapes,
as she prefers to knit simple designs like socks
 This makes her feel inadequate, as she cannot work as well as

the others and cannot grasp the techniques used to make the
designs. She becomes disheartened, leaves the group and stops
knitting in the evenings
 This could be identified by her performance in the group, her

decision to leave and the fact that she has stopped knitting socks
and hankies.
Activity 3G

to determine relevance to the client's individualised plan.
Activity Identify an example of:
 An activity that is relevant to a client’s care plan
 An activity that is not relevant to the plan.
These should relate to the same client, whose needs you should
identify at the beginning of this task.
All answers will vary. For example, Mr Johnson needs some support to
help him regain his mobility after a broken leg:
 Relevant: physiotherapy sessions
 Not relevant: a walking group.
|PAGE 17
Activity 3H
Objective To provide you with an opportunity to monitor aspects of the

individualised plan that might need review and report to
supervisor.
Activity List some aspects of a care plan that may need reviewing. Be as
specific as you can.
All answers will vary. Examples could come from categories such as
fitness, diet, medical, social and general care.
Activity 4A
Objective To provide you with an opportunity to participate in discussion

with the client and supervisor to identify areas of the
individualised plan that require review.
Activity Role-playing activity:
 Have a partner play the client and someone else play the
supervisor
 Play out how you would discuss a change to the plan with these
figures
 The client should suggest a review/area to change and you

should act out how you would choose a solution and implement
it.
If using partners is not possible or desired, then the instructor could play
the part of the client, the supervisor or both. Learners should be able to
demonstrate the process they would follow in this event.
|PAGE 18
Activity 4B

with the client and supervisor in a manner that acknowledges
the client as their own experts.
Activity Give examples of how you would show the client that you know
they are their own experts.
 What could you say?
 What could you do?
All answers will vary:
 Tell them outright
 Ask for their input
 Implement their wishes.
Activity 4C

with the client and supervisor in a manner that supports client
self determination.
Activity In your own words, define self determination.
What could this mean to a client?
All answers will vary.
|PAGE 19
Activity 5A
Objective To provide you with an opportunity to provide assistance to

maintain a safe and healthy environment.
Activity Identify three potential workplace hazards. What could happen

if it went unnoticed/unreported? How could you rectify it?
All answers will vary:
 Loose carpet: staff or clients could trip and fall; this is especially
hazardous near sharp or hot objects and stairs
 Loose carpets: can be glued or stapled down or cordoned off

until professional maintenance is arranged
Activity 5B
Objective To provide you with an opportunity to identify situations of risk,

or potential risk, to the client and report to a supervisor.
Activity Write down the process used at your workplace that you should
follow when identifying a hazard.
All answers will vary.
Activity 5C
Objective To provide you with an opportunity to respond to situations of

risk, or potential risk appropriately and communicate to a
supervisor.
Activity Choose three of the examples of risk from chapter 5.3 of the
unit. For each, explain how you would identify the risk and how
you would communicate this to a relevant supervisor.
|PAGE 20
All answers will vary. Learners should be able to identify a risk and
explain how they would recognise this.
|PAGE 21
Activity 5D
Objective To provide you with an opportunity to implement strategies to

minimise risk and communicate to a supervisor and colleagues.
Activity Identify a workplace risk. Outline a strategy that could be

employed to minimise this risk.
All answers will vary. For example, client self-harm:
 Clients should be observed for signs of self-harm during general

dressing and washing
 Any signs that suggest that the client could be self-harming

should be reported to a supervisor immediately for follow-up.
Activity 5E
Objective To provide you with an opportunity to report uncharacteristic or

behaviours of concern to a supervisor.
Activity Choose three of the following:
 Aggression: physical and/or verbal

 Agitation
 Confusion
 Depression
 Lack of inhibition
 Disorientation
 Eating problems
 Emotional distress
 Impulsivity
 Perseveration
 Self mutilation
 Sleeplessness
 Substance abuse
 Withdrawal.
For each, suggest what the reason for the behaviour could be.
All answers will vary. For example, sleeplessness: this could be because
the client is in pain, is stressed, is unhappy, is unsettled in the home, is
uncomfortable, is consuming too much caffeine, etc.
|PAGE 22
Activity 6A
Objective To provide you with an opportunity to comply with the

organisation's reporting requirements.
Activty Outline your organisation’s reporting requirements. If there are

different requirements for different types of report, outline the
different requirements.
All answers will vary. For example, accidents and injuries:
 These need to be recorded on a specific form, of which, all of the

boxes need to be filled in
 These forms are left on the supervisor’s desk, who reads them
and files them
 They are kept for future reference.
Activity 6B
Objective To provide you with an opportunity to complete documentation

according to organisation policy and protocols.
Activity Complete a piece of paperwork to organisation standard. You

can do this on company forms (if provided) or by writing
something in the accepted style (font, border, headers, etc).
For this activity you should either provide the learners with example
forms or similar or have them hand-write or type a document. For the
latter, the subject can be of your own choosing relevant to your
workplace.
Activity 6C
Objective To provide you with an opportunity to maintain documentation

in a manner consistent with reporting requirements.
Activity How can you maintain documentation in a manner consistent

with reporting requirements? What are your organisation’s
specification regarding this?
All answers will vary. Learners should answer with however this applies
to them.
|PAGE 23
Activity 6D
Objective To provide you with an opportunity to file documentation in

accordance with organisation policy and protocols.
Activity Identify as many different types of filing system used in your

workplace. What are they for?
For example:
 There is a filing cabinet with different draws which are used to

keep:
o medical reports
o individualised plans
o accident/injury reports
o complaints
 Hazard notes and reports are kept in a slot on the supervisor’s

desk
 Rotas and staff holiday information is kept on the wall, next to a

big wall-planner.
|PAGE 24
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 skills
 Literacy skills
 Numeracy skills
 Problem-solving skills
 Other required skills and knowledge for this unit.
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.
|PAGE 25
1. This activity will require the use of an example care plan.
One-on-one with the instructor, you will work with the care
plan and adapt it to the client’s (the instructor) current care
needs.
 Introduce yourself to the client
 Maintain a good professional relationship with the client
 Confirm the general plan details that are subject to review and
evaluation (not including support activities) with the client and
ensure that they are happy with the details
 The client should choose an item, or several items, that they want
to change
 Explain to the client the procedure you would take to change

these.
 Next, address an area highlighted by the client or contained

within the care plan that you could tackle with a support activity.
You should address two areas, independence and leisure. Decide
together on suitable activities, at least one for each category
 If there are any other issues or subject that you feel should be
addressed, go ahead and do this with the ‘client ’
 Next, take the amended plan and explain the process you would
follow for clearing this with a supervisor and storing the
document.
This activity aims to utilise all of the skills and knowledge

gained through the completion of the unit. You may want to
refer to the element and criteria before the assessment to
refresh yourself on what the instructor may be looking out
for.
The answer will vary from one learner to another, but should
demonstrate thorough understanding and application of the required
skills and knowledge for this unit.
|PAGE 26
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. Plan work activities according to an individualised plan
2. Establish and maintain appropriate relationships with client (and

carer)
3. Provide and monitor support according to the individualised plan
4. Contribute to ongoing relevance of the individualised plan
5. Respond to situations of risk to the client within work role and

responsibilities
6. Complete documentation and reporting
1. How can organisational policy affect individual plans?
By stipulating the content and recording procedures used.
2. Why should you confirm individual plan details with the

client?
To make the client feel involved and important, allow them to give
input, minimises issues and mistakes and let them clarify details, etc.
3. Why are supportive services useful?
Enrich life, tackle problems, promote healthiness, encourage

independence, etc.
4. Why should you arrange support in line with organisation

specifications?
|PAGE 27
To adhere to expectations, work compliantly and avoid making
mistakes, etc.
5. Why is it good to promote client participation and

independence, with regards to activities?
Socialising, mental stimulation, sense of accomplishment, pastime,

maintains and improves independence, better quality of life and self-
fulfilment, etc.
6. Give an example of how you could overstep your boundaries

in caring for a client. What are the consequences for both the
client and yourself?
Learners should identify an action and a consequence. For example,

you try to lift a fallen client. You twist your back and drop the client,
who is further injured, angry and embarrassed. You sustain a back
injury, but are not entitled to compensation, as you should not have
been doing that. Your manager and team are annoyed because they
are now a man down.
7. What are the benefits of maintaining courtesy in

conversations and interactions with clients?
Encourages trust and a strong relationship, shows respect, avoids

conflict, more professional, etc.
8. Why should all exchanges with clients be respectful and

develop trust?
Relationships require trust to be successful, duty of care, ethics,

client welfare, professionalism, avoid damaging the relationship, etc.
9. Why are there laws in place regarding confidentiality of

client information?
To prevent misuse and protect privacy.
10. Why is it important to respect and acknowledge cultural

differences?
Professionalism, duty of care, anti-discrimination, respect, ethics,

client care, etc.
|PAGE 28
11. Why is it important to support rights of the client in all
dealings?
Rights are a legal obligation; to work against these would break the
law. To do what is ethically best for the client. Abide by the duty of
care.
12. Why is it important to meet the criteria stated by the plan,

the client and the organisation, when providing care to a
client?
To ensure that all conditions are met properly and to the client’s
preferences, as far as this is possible.
13. What would happen if you failed to support clients’ skills?
They could become depressed, apathetic, dependent, withdrawn,

lose motivation to do other things, become lesser-functioning, etc.
14. What is the purpose of the duty of care?
To ensure that all clients receive a proper level of care and safety.
15. Why should you gauge clients’ ability to participate in tasks?
To ensure that they are capable of taking part and enjoying the
activity. To help ensure safety.
16. Why are support activities designed to contribute to clients’

independence good?
Independence and skills are needed for independent living. Can be

an effective method of teaching.
17. How can activities negatively affect clients’ emotional

wellbeing?
If clients are unhappy or struggle to participate this can have a

negative effect.
|PAGE 29
18. Why should you ensure that specific activities are relevant to
a client’s care plan?
To meet the specific needs that they are designed for. For example, if
a client needs to learn how to cook meals for themselves, a cake-
baking class would not be suitable.
19. Why is it important to revise the care plans regularly?
To reflect changing needs and circumstances of the client.
20. Why could it be beneficial to discuss reviews and changes

with the client and the supervisor?
Get client’s input, discuss solutions and actions with supervisor.

These may need consulting anyway.
21. Why is the client their own expert?
Because they know themselves better than anyone else.
22. Why should you support client self determination?
Can be very beneficial for the client. Gives them confidence and
freedom.
23. Why should you contribute to a safe and healthy

environment?
Everyone should be involved, to promote WHS, avoid accidents and

injuries, etc.
24. Why should hazards and potential risks be reported to a

supervisor?
So that they can be dealt with properly and the management is

aware.
|PAGE 30
25. Why should you respond to situations of risk?
So you can address them and/or report them and minimise risk of an
incident occurring. Duty of care.
26. Why should the supervisor be informed of any actual or

potential risk?
Because they have the authority to investigate issues and implement

solutions, as well as recording action.
27. Why is it important to report behaviours of concern to a

supervisor?
So that the reasons behind it can be tackled and the client supported
appropriately.
28. Why do you need to comply with the organisation’s reporting

requirements?
To ensure that reports are filled out and formatted correctly and can
be used for their intended purpose.
29. What could happen if no standard style or format was

applied to workplace documentation?
Could end up with unprofessional scraps of paper that are

unorganised and unclear. Miscommunication. Lost communication.
Administrative issues.
30. Why are measures applied to the storage of documentation?
To ensure it is stored correctly, for the correct amount of time, in the

correct place and manner and for confidentiality and data protection
reasons.
31. Who is responsible for filing documentation in your

workplace?
Examples include administrative staff, supervisors and managers, etc.
|PAGE 31

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CHCICS302B PARTICIPATE IN THE IMPLEMENTISATION OF INDIVIDUALISED

TRAINER’S MARKING GUIDE

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

Assessment – CHCICS301B: Provide support to meet personal care needs

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

Date of Assessment: _______________________________________________________

Learner is deemed: COMPETENT NOT YET COMPETENT

If not yet competent, date for re-assessment:

Comments from Trainer/Assessor:

Objective To provide you with an opportunity to apply understanding of

Activity Make a bullet point list of the general contents of an

For each point, note what it is for and whether it is subject to

All answers will vary. For example:

 Treatments given: this is compulsory and must be filled in after

 Client’s beliefs about treatment: such as whether they are happy

 Client’s hobbies and interests: such as days out, solitary activities,

Objective To provide you with an opportunity to confirm individualised

Why is this effective?

Objective To provide you with an opportunity to work with client to

Activity Give three examples of how you could use information

All answers will vary. For example:

Objective To provide you with an opportunity to prepare for support

Activity Explain how organisational policies, procedures and protocols

Objective To provide you with an opportunity to prepare for support

Activity Identify three activities that promote the client’s participation

All answers will vary. For example:

Objective To provide you with an opportunity to clarify own role in

List five tasks you are not trained or permitted to do.

Who is permitted to do them?

o assist with dressing and washing

o help the clients get to the dining room for breakfast

o inject clients: this is because I am not trained and could cause

o give clients their medication: this is because I am not trained

Objective To provide you with an opportunity to introduce oneself

Activity Write a script or similar describing the actions, body language

Alternately, where possible, you could role-play this with

Point out any actions/body language etc that contribute to the

All answers will vary. Learners should:

 Point out body language skills they could/would use

 Phrases and information they could/would use

Objective To provide you with an opportunity to conduct exchanges with

Activity Role-playing activity:

Conduct two different types of exchanges that could occur in

Do this in a manner that promotes and maintains trust and

The exchanges must all be different, such as:

 Conversation as you work

 Answering an enquiry, etc.

Learners may do this activity in pairs, or one-on-one with the trainer.

Objective To provide you with an opportunity to maintain confidentiality

Activity What stipulations or guidance does your organisation provide

Locate this information and summarise it here.

Objective To provide you with an opportunity to conduct exchanges with

Activity Identify a particular culture you could encounter at work or one

Note their preferences for:

 Non-verbal communication and body language.

Objective To provide you with an opportunity to support the interests,

Objective To provide you with an opportunity to provide support according

Activity Identify a typical aspect of a client’s individualised care plan.

 What are the client’s preferences or specifications regarding this?

 What are the organisational policies and procedures regarding

 How are these balanced?

All answers will vary. For example:

 The client has a skin condition which must be treated by having