Unit of competency Outline
Date retreived
22/07/2026 8:25 PM AWST
22/07/2026 8:25 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.
Contribute to skill development and maintenance
Contribute to skill development and maintenance
Unit of competency
National Code
CHCDIS323A
CHCDIS323A
State Code
D2402
D2402
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
18/08/2009
Field of Education
080303 - Human Resource Management
Original Release Date
18/08/2009
Nominal Hours
40
Description
DescriptorThis unit describes the knowledge and skills required to participate in supporting people with disability to develop and maintain skills in order to maximise independence
Notes
Elements and Performance Criteria
1. Work within a context of skill development and maintenance
- 1.1 Demonstrate an understanding of current philosophies, theories and practices relating to skill development and maintenance for people with disability
- 1.2 Demonstrate an understanding of the importance of skills and competency to a sense of independence and empowerment
- 1.3 Demonstrate an understanding of the impact of incidental learning
- 1.4 Demonstrate a person-centred approach in all interactions with the client
2. Contribute to skills assessment
- 2.1 Provide information about client demonstration of skills in different environments to the planning process
- 2.2 Conduct review of client skills and competencies as required to address organisation policy and procedures
- 2.3 Provide feedback to supervisor about any changes in client's status likely to have an impact on skill development and maintenance
- 2.4 Participate in assessment in a manner that respect a client's rights and dignity
- 2.5 Where appropriate, support the engagement of relevant others in the assessment process
3. Provide strengths-based support
- 3.1 Encourage client to identify strengths
- 3.2 Work in a manner that acknowledges the client as their own expert
- 3.3 Provide support for the client to identify resources to compliment strengths
- 3.4 Encourage support to mobilise their strengths
4. Provide active support
- 4.1 Encourage people with disability to engage as actively as possible in all living activities
- 4.2 Monitor level of engagement for possible changes
- 4.3 Identify strategies and opportunities to maximise engagement
5. Utilise 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 information 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
6. Support implementation of person-centred skills development plans
- 6.1 Interact with person with a disability in a manner that is motivating and empowering and demonstrates respect for the person
- 6.2 Communicate with supervisor or relevant others if experiencing difficulty in implementing the skills development plan
- 6.3 Collate and maintain records to assist with monitoring and review of person-centred skills development plan
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.
Current philosophies, theories and practices includes:
Practices which focus on the individual person
Strengths-based practice
Active support
Person-centred practice
Skills may include:
Communication
Personal hygiene
Meal preparation
Transport
Money handling
Dressing
Grooming
Eating
Working
House hold tasks
Recreational activities
People with disability may include:
Individuals at any stage of the life span
Individuals living in the community, alone, with a partner, sharing with others 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
Open employment venues
Voluntary agencies
Training agencies
Skills development 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
Relevant others may include:
Advocate/s
Behavioural consultants (for acquired brain injury)
Carers
Colleagues
Development officers
Disability support workers
Educational psychologists
Employment officers
Family
Friends
Occupational therapists
Outreach workers
Programming staff
Relatives
Supervisors
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.
Current philosophies, theories and practices includes:
Practices which focus on the individual person
Strengths-based practice
Active support
Person-centred practice
Skills may include:
Communication
Personal hygiene
Meal preparation
Transport
Money handling
Dressing
Grooming
Eating
Working
House hold tasks
Recreational activities
People with disability may include:
Individuals at any stage of the life span
Individuals living in the community, alone, with a partner, sharing with others 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
Open employment venues
Voluntary agencies
Training agencies
Skills development 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
Relevant others may include:
Advocate/s
Behavioural consultants (for acquired brain injury)
Carers
Colleagues
Development officers
Disability support workers
Educational psychologists
Employment officers
Family
Friends
Occupational therapists
Outreach workers
Programming staff
Relatives
Supervisors
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 delivered and 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:
an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
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 delivered and 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:
an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVC19 | CHCDIS001 | Contribute to ongoing skills development using a strengths-based approach | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J005 | CHC30212 | Certificate III in Aged Care | Qualification |
| D271 | CHC30408 | Certificate III in Disability | Qualification |
| J006 | CHC30312 | Certificate III in Home and Community Care | Qualification |