Unit of competency Outline
Date retreived
22/07/2026 2:55 PM AWST
22/07/2026 2:55 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Facilitate skills development and maintenance
Facilitate skills development and maintenance
Unit of competency
National Code
CHCDIS405A
CHCDIS405A
State Code
D2405
D2405
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
17/07/2014
Field of Education
080303 - Human Resource Management
Original Release Date
17/07/2014
Nominal Hours
40
Description
DescriptorThis unit describes the knowledge and skills required by the worker to develop, implement and review formal skills development/maintenance plans with a person with a disability
Notes
Elements and Performance Criteria
1. Assess learning ability and needs of person with disability
- 1.1 Work with the person with a disability and relevant others and within job role boundaries, to assess person's skill development/maintenance needs using recognised assessment/planning tools
- 1.2 Identify skills developmentand/or maintenance opportunities for inclusion in individualised plans
- 1.3 Document assessment outcomes in line with organisation guidelines
- 1.4 Make referrals to other staff or specialist services as appropriate
2. Develop person-centred skill development/maintenance plan
- 2.1 Using appropriate communication techniques, engage the person with a disability in identifying their learning goals
- 2.2 Identify and describe a range of learning strategies and opportunities to address person's goals
- 2.3 Develop formal person-centred skills development/ maintenance plans using appropriate methodology and, where appropriate, in conjunction with other relevant personnel
- 2.4 Document person-centred skills development/ maintenance plans in the person's support plan
3. Implement skills development/ maintenance plan
- 3.1 Work with the person with a disability to implement skills learning and maintenance strategies in a manner that is motivating and empowering and demonstrates respect for the person
- 3.2 Inform colleagues and relevant of the person-centred skills development/maintenance plans and provide guidance to ensure they are implemented in a consistent way
- 3.3 Access and utilise equipment and resources as required to facilitate the learning process
- 3.4 Maintain records to demonstrate achievements against person-centred skills development or maintenance plan and assist with monitoring and review
4. Evaluate skills development and review plan
- 4.1 Monitor progress and provide feedback to person with disability and/or their advocate/s regarding progress towards learning objectives
- 4.2. Review records as a basis for evaluating effectiveness of person-centred skills development/ maintenance plan and make changes as required
- 4.3 Identify opportunities to maintain and enhance skills in an ongoing way
5. Use incidental learning opportunities to enhance skills development
- 5.1 Identify situations as potential informal learning opportunities and encourage learning
- 5.2 Withdraw support to an appropriate level as directed in order to encourage experiential learning
- 5.3 Provide appropriate constructive advice and feedback to person with disability as soon as possible in appropriate format
- 5.4 Provide encouragement when person with disability takes initiative in learning situation
- 5.5 Identify and describe a range of informal learning opportunities in context of organisation policies and procedures
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
People with disability may include:
Individuals at any stage of the life span
Individuals living in the community, alone, sharing with others or a partner or with family or carers
Individuals living in supported community accommodation
Individuals living in funded residential facilities
Contexts may include:
An individual's own dwelling
Shared households or group dwellings
Specialist residential facilities
Community centres
Supported employment venues
Open employment venues
Community/government agencies
Voluntary agencies
Training agencies
Skills development and/or maintenance may be in:
Life skills
Vocational skills
Social skills
Personal support skills
Developing and maintaining relationships including intimate relationships
Maintaining physical health including sexual health
Safety
Learning strategies may include:
Role modelling
Demonstration
Skills component mastery
Contextualisation
Drama and role plays
Peer education
Assessment tools include:
Formal skills assessment tools
Lifestyle planning tools
Observation checklists
Assessment tools specific to the organisation
Assessment tools specified by the specialist
Formal skills development plans document:
Learning objective
Performance expectations
Criteria for achievement
When formal training occurs
Resources and equipment required
Baseline assessment
Progress and independence
Task analysis
Prompting
Reinforcement
Training sequence
Relevant people may include:
Advocate/s
Behavioural consultants (for acquired brain injury)
Carers
Development officers
Disability support worker
Educational psychologists
Employment officers
Occupational therapists
Outreach worker
Programming staff
Teachers
Technicians
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
People with disability may include:
Individuals at any stage of the life span
Individuals living in the community, alone, sharing with others or a partner or with family or carers
Individuals living in supported community accommodation
Individuals living in funded residential facilities
Contexts may include:
An individual's own dwelling
Shared households or group dwellings
Specialist residential facilities
Community centres
Supported employment venues
Open employment venues
Community/government agencies
Voluntary agencies
Training agencies
Skills development and/or maintenance may be in:
Life skills
Vocational skills
Social skills
Personal support skills
Developing and maintaining relationships including intimate relationships
Maintaining physical health including sexual health
Safety
Learning strategies may include:
Role modelling
Demonstration
Skills component mastery
Contextualisation
Drama and role plays
Peer education
Assessment tools include:
Formal skills assessment tools
Lifestyle planning tools
Observation checklists
Assessment tools specific to the organisation
Assessment tools specified by the specialist
Formal skills development plans document:
Learning objective
Performance expectations
Criteria for achievement
When formal training occurs
Resources and equipment required
Baseline assessment
Progress and independence
Task analysis
Prompting
Reinforcement
Training sequence
Relevant people may include:
Advocate/s
Behavioural consultants (for acquired brain injury)
Carers
Development officers
Disability support worker
Educational psychologists
Employment officers
Occupational therapists
Outreach worker
Programming staff
Teachers
Technicians
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions
It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situation and settings
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment of this unit include access to:
a relevant workplace or simulation of realistic workplace setting for assessment
relevant organisation policy, protocols and procedures
Method of assessment may include:
Observation in the workplace
Written assignments/projects
Case study and scenario analysis
Questioning
Role play simulation
Related unit:
This unit builds on the skills and knowledge acquired in the following unit, but there is no pre-requisite requirement:
CHCDIS323A Contribute to skills development and maintenance
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions
It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situation and settings
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment of this unit include access to:
a relevant workplace or simulation of realistic workplace setting for assessment
relevant organisation policy, protocols and procedures
Method of assessment may include:
Observation in the workplace
Written assignments/projects
Case study and scenario analysis
Questioning
Role play simulation
Related unit:
This unit builds on the skills and knowledge acquired in the following unit, but there is no pre-requisite requirement:
CHCDIS323A Contribute to skills development and maintenance
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| S3123 | CHCDIS5C | Contribute to positive learning | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVC11 | CHCDIS009 | Facilitate ongoing skills development using a person-centred approach | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
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| D324 | CHC52008 | Diploma of Community Services (Case management) | Qualification |
| D280 | CHC40308 | Certificate IV in Disability | Qualification |
| D305 | CHC50108 | Diploma of Disability | Qualification |
| J013 | CHC40312 | Certificate IV in Disability | Qualification |
| J590 | CHC40213 | Certificate IV in Education Support | Qualification |
| J012 | CHC40212 | Certificate IV in Home and Community Care | Qualification |
| J036 | CHC50512 | Diploma of Leisure and Health | Qualification |