Course in Service Co-ordination – 22191VIC · Web viewVU20782 – Contribute to effective service coordination VU20782 – Contribute to effective service coordination 3522091VIC

Accreditation submission

22191VICCourse in Service Coordination

This course has been accredited under Parts 4.4 and 4.6 of the Education and Training Reform Act, 2006. It has been entered on the State Register of Accredited Courses and Recognised Qualifications

and the www.training. g ov.au website

The period of accreditation is from :1 January 2012 to 31 December 2016

© State of Victoria (Department of Education and Early Childhood Development) 2012.

Copyright of this material is reserved to the Crown in the right of the State of Victoria. This work is licensed under a Creative Commons Attribution-NoDerivs 3.0 Australia licence (http:// c reati v e c ommon s .or g /li c en s e s /by-nd/3.0/au / ). You are free to use, copy and distribute to anyone in its original form as long as you attribute Skills Victoria, Department of Education and Early Childhood Development as the author, and you license any derivative work you make available under the same licence.

DisclaimerIn compiling the information contained in and accessed through this resource, the Department of Education and Early Childhood Development (DEECD) has used its best endeavours to ensure that the information is correct and current at the time of publication but takes no responsibility for any error, omission or defect therein.To the extent permitted by law DEECD, its employees, agents and consultants exclude all liability for any loss or damage (including indirect, special or consequential loss or damage) arising from the use of, or reliance on the information contained herein, whether caused or not by any negligent act or omission. If any law prohibits the exclusion of such liability, DEECD limits its liability to the extent permitted by law, for the resupply of the information.

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Copyright and licensing section of Curriculum:Copyright of this material is reserved to the Crown in the right of the State of Victoria. © State of Victoria(Department of Education and Early Childhood Development) 2012.

This work is licensed under a Creative Commons Attribution-NoDerivs 3.0 Australia licence (http:// c reati v e c ommon s .or g /li c en s e s /by-nd/3.0/au / ). You are free use, copy and distribute to anyone in its original form as long as you attribute Skills Victoria, Department of Education and Early Childhood Development as the author, and you license any derivative work you make available under the same licence.

Document Status:

This document is an exact copy of the document, which is listed on the State Register of Accredited Courses and Recognised Qualifications and the www.train i ng . gov.au site.Accredited from 1st January 2012 to 31st December 2016

Accreditation submission:Course in Service Coordination

22091VIC Course in Service Coordination - December

Table of Contents

SECTION A: Copyright and course classification information

1. Copyright owner of the course 12. Address 13. Type of submission 14. Copyright acknowledgement 15. Licensing and franchise 16. Course accrediting body 17. AVETMISS information 28. Period of accreditation 2

SECTION B: Course Information

1. Nomenclature 31.1 Name of qualification(s) 31.2 Nominal duration of the course 3

2. Vocational or educational outcomes of the course 3

3. Development of the course 33.1 Industry/enterprise/community needs 33.2 Review for re-accreditation 4

4. Course Outcomes 44.1 Qualification level 44.2 Employability skills 44.3 Recognition given to the course 44.4 Licensing/regulatory requirements 4

5. Course rules 55.1 Course structure 55.2 Entry requirements 5

6. Assessment 56.1 Assessment strategy 56.2 Assessor competencies 6

7. Delivery 67.1 Delivery modes 67.2 Resources 7

8. Pathways and articulation 7

9. Ongoing monitoring and evaluation 8

Section C: Units of competency

VU20782 Contribute to effective service coordination 9


22091VIC Course in Service Coordination - December

Appendices

Appendix 1 Project Details 16

Appendix 2 Skills/knowledge profile 17

Appendix 3 Minutes of the Project Steering Committee meetings 18

Appendix 4 Signed Course Contents Endorsement forms 29

Appendix 5 Letters of Support 41

Section A: Copyright and course classification information

1. Copyright owner of the course

Copyright of this document is held by the Department of Education andEarly Childhood Development, Victoria.© State of Victoria

Day to day c ontact: Human Services Curriculum Maintenance ManagerCMM id: 5131Swinburne UniversityPO Box 218Hawthorn VIC 3122Email: c m [email protected] d u.au Telephone: 03 9214 5034Facsimile: 03 9214 5026

2. Address Department of Education and Early Childhood Development ExecutiveDirector,Pathways Participation and Youth, GPO Box 266Melbourne 3001.

3. Type of submission This course is being submitted for initial accreditation

4. Copyright acknowledgement

Copyright of this material is reserved to the Crown in the right of theState of Victoria.

© State of Victoria (Department of Education and Early ChildhoodDevelopment) 2012

5. Licensing and franchise

This work is licensed under a Creative Commons Attribution-NoDerivs3.0 Australia licence (http://creativecommons.org/licenses/by- nd/3.0/au/). You are free to use, copy and distribute to anyone in its original form as long as you attribute the, Department of Education and Early Childhood Development as the author, and you license any derivative work you make available under the same licence.Copies of this publication can be downloaded free of charge from the Training Support Network website http://traini n gsupport.skills.vic.gov.au .

6. Course accrediting body

Victorian Registration and Qualifications Authority (VRQA) Level 6, 35 Spring StreetMelbourne Victoria 3000 (T) 9637 2806www . vrqa.v i c.gov.au vrqa@edd u mail.vic.gov . au

1

22091VIC Course in Service Coordination - December 2011


ANZSCO [Australian and New Zealand Standard Classification of Occupations]

411000 Health and WelfareSupport Worker

ANZSIC code(Australia and New Zealand Standard Industrial Classification – industry type)

8639 Health services NEC

ASCED Code – 4 digit(Field of Education) 0699 Other Health

National course code 22192VIC

222091VIC Course in Service Coordination

7. AVETMISSinformation

8. Period ofaccreditation 1 January 2012 – 31 December 2016



Section B: Course information

1. Nomenclature Standard 1 for Accredited Courses

1.1 Name of the qualification Course in Service Coordination

1.2 Nominal duration of the course 40 hours

2. Vocational or educational outcomes of the course

Standard 1 for Accredited Courses

Graduates of the Course in Service Coordination will be able to contribute to service coordination across several service providers that effectively meet the diverse needs of clients.

3. Development of the course Standards 1and 2 for Accredited Courses

3.1 Industry /enterprise/community needs

This course aligns to the Victorian Department of Health ServiceCoordination Strategy. Service Coordination seeks to align practices, processes, protocols and systems to enable organisations to work together to provide a seamless and integrated response to clients.

The Health Service Coordination Strategy expects all funded services to implement reviews of service coordination infrastructure, systems and practices. This is to be done with a view to implementing service coordination models with associated policies and procedures. It is anticipated that all levels of staff involved in service coordination across various service sectors, may require training in this area.

The Victorian Department Of Health would like training in service coordination to be incorporated in qualifications such as HLT32907- Certificate III in Health Administration, CHC40308 – Certificate IV in Disability and other relevant courses. This can be achieved by importing the unit of competency within this course as an elective unit in each of the above qualifications, under the new packaging rules for Training Package qualifications.

The development of this course was approved and funded by Skills Victoria (See Appendix 1 - Project Brief). It was noted that demand may be inhibited by the Victorian Training Guarantee, as some of the anticipated cohort for the Course in Service Coordination may already hold higher education qualifications.

A Project Steering Committee was formed consisting of the following representatives:Rachael Moore Portland District HealthSandra Bowen Villa MariaSusan Tomlinson Darebin Community Health Georgina Cossans School of Health, Victoria University Alison Wilson Nillumbik Community HealthShelly Lavery Victorian Department of health Frank Evans Central Gippsland Health Service Elaine Downs Community Services & Health Industry



Training BoardRenee Jakimowicz FYI TrainingMark Staaf Australian Nursing FederationKaren Ridgway Peninsula Health-Community Health

In attendance: John Dunton CMM-Human ServicesSam McCurdy Dewhurst Consultancy Pty Ltd

The Steering Committee determined that the course should be designed as an induction for all participants in service coordination, rather than being aimed solely at managers / coordinators/ team leaders. As a result of this decision, a skills knowledge profile was developed and approved by the committee (See Appendix 2). This profile served as the basis for the unit of competency.

Minutes of the Project Steering Committee meetings are provided as Appendix 3.

Signed Course contents Endorsement forms are provided asAppendix 4.

Letters of Support for the accreditation of the course are provided as Appendix 5.

3.2 Review for re-accreditation Standards 1 and 2 for Accredited Courses

Not applicable

4. Course outcomes Standards 1, 2 and 3 for Accredited Courses

4.1 Qualification level This course does not align to any specific level of the AustralianQualifications Framework (AQF).

4.2 Employability skills Standard 4 for Accredited Courses

This course has not been mapped to National Employability Skills.

4.3 Recognition given to the course (if applicable)


Not applicable

4.4 Licensing/ regulatory requirements


Not applicable



5. Course rules Standards 2, 6 and 7 for Accredited Courses

5.1 Course structure

To be awarded a Statement of Attainment for the Course in Service Coordination, participants must successfully complete all the requirements of the following unit.

Unit of competency code

Field of Education code(6-digit)

Unit of competency title Pre- requisite

Nominal hours

Core units

VU20782 069999 Contribute to effective service coordination None 40

Total duration 40

5.2 Entry requirements Standard 9 for Accredited Courses

There are no formal entry requirements for Course in Service Coordination. However applicants should be able to demonstrate competency in literacy (reading and writing), oral communication and learning strategies at least to Australian Core Skills Framework level 3, such as provided in the following examples:

LearningDevelop and use personal organisation systems such as files, notebooks, folders and checklists

ReadingRead and follow information presented in technical drawings, manuals and work instructions

WritingWrite clear sequenced instructions for routine/everyday contexts

Oral communicationParticipate in an oral exchange requiring some negotiationGive clear sequenced instructions of several steps

NumeracyUse appropriate technological devises to measure and record data and report and act on results

6. Assessment6.1 Assessment strategy Standard 10 for Accredited Courses

All assessment, including Recognition of Prior Learning (RPL) must be compliant with Standard 1, Element 1.5 of the Australian Quality Training Framework (AQTF): Essential Conditions and Standards for Continuing Registration and Standard SNR15.5 of the Standards for NVR Registered Training Organisations.

Assessment should occur in a workplace or a simulated workplace environment.



Assessment needs to be appropriate to the requirements of the unit of competency, method of delivery and needs/characteristics of the participants and should be equitable to all groups of learners. Relevant prior learning must also be recognised.

Assessment methods must include the demonstration of practical skills and may also include a range of other assessment methods including, but not limited to the following: Role-plays Written or verbal questions 3rd Party reports by a coaching mentor and/or manager Case study analyses

6.2 Assessor competencies Standard 12 for Accredited Courses

The Australian Quality Training Framework AQTF: Essential Conditions and Standards for Continuing Registration, Element 1.4 and Standard SNR15.4 of the Standards for NVR Registered Training Organisations state the requirements for the competence of persons assessing the course.

Element 1.4 requires assessments to be conducted by persons who have: the following competencies from the Training and Education

Training Package – TAE10, or equivalent competencies: TAEASS401B Plan assessment activities and processes TAEASS402B Assess competenceTAEASS403B Participate in assessment validation

Vocational competencies to at least the level being assessed;

However if a person does not have all of the competencies listed above, one person with the assessor competencies listed above and one or more persons who have the service coordination competency may work together to conduct assessments.

7. Delivery7.1 Delivery modes Standard 11 for Accredited Courses

The course may be delivered in either full-time or part-time mode. A variety of delivery modes may be used. These include, but are not limited to: Face-to-face classroom delivery Mentoring in the workplace by an experienced service

Coordinator Distance learning Self-paced learning Role-plays Case study analyses

Distance delivery should be supported by access to relevant resources and learning support, such as a mentor/supervisor.



7.2 Resources Standard 12 for Accredited Courses

There are no specialised facilities and equipment essential to the delivery of the course.

Trainers should have access to: Fully equipped training room with a white-board or flip-chart Realistic simulated environment and ‘clients’ for role playing Program specific policies and guidelines Human Services Directory Current Victorian Service Coordination Practice Manual Current Good Practice Guide – A State-wide Primary Care

Partnership Initiative Service Access Models – A Way Forward Online Service Coordination module Service Coordination Tool Templates (SCTT) Unit CHCCM702A – Implement goal directed care planning

As required by AQTF: Essential Conditions and Standards for Continuing Registration, Standard 1, Element 1.4 and Standard SNR15.4 of the Standards for NVR Registered Training Organisations, trainers must have: vocational competencies to at least the level being delivered competencies equivalent to those defined by the qualification

TAE40110 - Certificate IV in Training and Assessmentqualification from the TAE10 – Training and Education TrainingPackage

Training may also be delivered by those without the specified qualification, under direct supervision. Direct supervision is achieved when a person delivering training on behalf of the RTO has regular guidance, support and direction from a person designated by the RTO who has the competencies defined in Standard 1, Element 1.4 of the AQTF: Essential Conditions and Standards for Continuing Registration and Standard SNR15.4 of the Standards for NVR Registered Training Organisations and who monitors and is accountable for the training delivery. It is not necessary for the supervising person to be present during all training delivery.

8. Pathways and articulation Standard 8 for accredited courses

Students may seek a credit through the Recognition of Prior Learning (RPL) process, if they can provide evidence of gaining the competency through previous study and/or work experience.

There are no formal articulation arrangements in place into other vocational education & training (VET) or higher education courses.



9. Ongoing monitoring and evaluation

Standard 13 for accredited courses

The Course in Service Coordination will be maintained and monitored by the Curriculum Maintenance Manager, Human Services. This will be facilitated by the formation of a Course Review Group made up of key stakeholders such as representatives from: CMM-Human Services Victorian Department of Health Training providers of the course Service Coordination practitioners Community Services and Health Industry Training Board

A review of the courses will take place at the mid-point of the accreditation period. Feedback will be sought from those Registered Training Organisations offering the course, as part of the review process.

Processes for gathering evaluation data may include: student feedback questionnaires employer feedback trainer and assessor feedback, Victorian Department of Health bulletins updates to the Community Services and Health Training

packages

Recommendations for any significant changes will be reported to the Victorian Registration and Qualifications Authority (VRQA).

Examples of changes that will be reported to the VRQA include changes to: the course structure, whether to reflect local industry needs or

to reflect changes to Training Packages and the availability of new or revised nationally endorsed units of competency

required pre-requisites and/or co-requisites the nominal duration of the course and of the unit copyright ownership articulation and/or credit transfer arrangements legislation such as OHS/ licensing

VU20782 – Contribute to effective service coordination


Unit CodeVU20782

Unit titleContribute to effective service coordination

Unit Descriptor This unit provides the skills and knowledge to enable personnel in organisations to contribute to effective service coordination, which meets the needs of the client. The skills and knowledge it provides is beneficial at all levels of the organisation regardless of the type of services it provides.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills Not applicable

Application of the Unit This unit would be applied by those personnel involved in the provision of services that meet the needs of clients requiring multiple services. The intent being to provide a seamless and integrated response to client needs.

ELEMENTElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.

PERFORMANCE CRITERIAPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Articulate the objectives of service coordination.

1.1 The client needs are identified as the primary focus of service coordination

1.2 The key principles of service coordination are summarised

1.3 The key elements of service coordination are formulated

1.4 The tools and resources required to support service coordination are identified

1.5 The qualities that are needed to develop an effective, safe and trusting relationship with the client are confirmed

1.6 Appropriate performance appraisal measures are identified

1.7 Several different models of service coordination are reviewed and best practices are determined

2. Conduct an initial contact interaction

2.1 Staff involved in initial contact interactions with the client are identified and appropriate training provided

2.2 The importance of the initial contact interaction with the client is confirmed

2.4 The expectations of the client are clarified during the initial contact

2.5 Initial contact is conducted in accordance with organisational procedures

2.6 Accurate feedback is provided to relevant service providers



3. Process referrals to and from other services

3.1 Staff engaged in referrals are identified and provided with appropriate training

3.2 The purpose of a referral to other service providers is explained to the client

3.3 All referrals are formally acknowledged and processed, in accordance with organisational guidelines using relevant e-referral platform

3.4 The different types of referrals within overall service coordination are identified.

3.5 The Human Services Directory or other relevant service directories are utilised to access current information about the services available, eligibility criteria and waiting times

3.6 The Service Coordination Tool Templates (SCTT) developed by the Victorian Department of Health are used, where appropriate

3.7 Client expectations from the referrals are determined

4. Determine initial client needs

4.1 Staff involved in initial needs identification with a client are identified and appropriate training provided

4.2 Relevant resources to support the initial needs identification are provided

4.3 Realistic timelines are negotiated with the client in meeting their needs

4.4 A comprehensive initial needs identification is conducted with the client

4.5 The initial needs identification with the client is conducted in accordance with organisational procedures

5. Conduct an assessment of the client

5.1 Staff involved in assessments are identified and appropriate training provided

5.2 The purpose of an assessment is clarified with the client

5.3 Client expectations of the assessment are determined.

5.4 The relevant assessment framework is applied for the services required

5.5 A holistic picture is developed of the range of client service needs

5.6 Accurate feedback of the assessment is provided to relevant service providers

5.7 Assessment of the client’s service requirements is conducted in accordance with organisational guidelines.

6. Develop a care plan with relevant service providers

6.1 Staff engaged in developing a care plan are identified and provided with appropriate training

6.2 The role of a care plan for overall service Coordination is clarified with the client

6.3 The key features and components of an effective care plan involving several service providers are determined

6.4 The service providers contributing to care plans are determined



6.5 The recommended steps for developing a care plan are followed

6.6 Client expectations from the implementation of the care plan are determined

6.7 Organisational procedures for the development and implementation of a care plan are applied

REQUIRED SKILLS AND KNOWLEDGEThis describes the essential skills and knowledge and their level required for this unit.6

Skills:

Researching existing service coordination models Communicating information to stakeholders verbally and in written reports Evaluating the effectiveness of service coordination Contributing to the implementation of a service coordination Developing risk management strategies Determining the training needs for effective operation of service coordination Using the Service Coordination Tool Templates (SCTT), as required Applying the organisation’s service guidelines Using E-referral platforms

Knowledge:

The range of service providers in the Victorian health system Role of service Coordination models within service Coordination Equipment and resources necessary for effective service Coordination Service Coordination Tool Templates (SCTT) Human Services Directory Relevant legislation and regulations pertaining to services Research techniques Evaluation methodologies Organisational policies, procedures and constraints OHS principles and practices Risk management Staffing options for different service Coordination models

RANGE STATEMENTThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. 9Bold / italicised wording in the Performance Criteria is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needsof the candidate, accessibility of the item, and local industry and regional contexts.

Client needs may involve

Health and social support and referral to treating services Emergency and crisis support

Service coordinationrefers to:

An approach that places clients at the centre of service delivery to ensure they have access to the services they need, opportunities for early intervention and improved outcomes

Key principles are: A central focus on clients Partnerships and collaboration The social model of health/disability Competent staff A duty of care Protection of client information



Engagement of other sectors Consistency in practice standards

Key elements are: Initial contact Initial needs identification Assessment Care planning Referrals

Tools and resourcesincludes:

Current Victorian Service Coordination Practice Manual Current Victorian Good Practice Guide Continuous Improvement Framework Current Service Coordination Tool Templates (SCTT) Human Services Directory (www.hu manservicesdirectory.vic.gov.au ) Service Coordination privacy resources

www.health . v ic.gov.au/pcps/Coordination On-line Service Coordination learning module, an online resource at

www.health . v ic.gov.au/pcps/Coordination

The qualities include: Rapport Empathy Confidentiality Trust

Initial contact includes: The first point of contact for a client with the service system Provision of accurate reliable, comprehensive service information Provision of other information, such as health promotion literature Facilitating access to Initial Needs Identification by the service or by

another service provider

Different types of referrals may include:

Self-referral Assisted referral Active or crisis referral

Initial needs identification involves:

An initial broad screening process, where the underlying issues, as well as presenting issues, are identified.

Purpose of an assessment is:

A decision-making methodology that collects and evaluates information related to the care of the client.

An investigative process using professional and interpersonal skills to uncover relevant issues and leads to the development of a care plan

Relevant assessment framework may include:

Home and Community Care (HACC) Assessment framework Disability Service Target Group Assessment framework Domestic Violence Risk Assessment framework Opening Doors-Better access for homeless people to social housing

and support services in Victoria, initial assessment



Relevant service providers may include:

Health Welfare Local Government Social Services Community Services Relevant health professionals

A care plan involves: Gathering, interpreting and assessing, client information and other data for use in the development of a client-focused care plan and making decisions with the client and the carer (where applicable) about strategies for managing their care and support services

Supporting the client to identify goals and agree on strategies, actions and services to achieve those goals

Linking the client to a range of services, as required, to meet their needs

Facilitating the development and coordination of a range of activities , such as:- Decision support- Care Coordination- Case-management- Referral- Feedback- Review- Re-assessment- Monitoring- Exiting

Key features are: Nomination of a care/case Coordinator or contact person to promote effective communication between the client and service providers

Incorporation of a care-delivery process for clients who require multiple services, or have complex or multiple needs

Acknowledgement of the potential contribution of education and self- management by the client to enable their effective care

Provision of effective monitoring of the client’s wellbeing and the evaluation of the effectiveness of services being delivered

Referral and other information is coordinated, planned and expedited in an efficient manner

Maximising opportunities to facilitate and support collaborative care planning with GPs and other relevant health professionals within themultidisciplinary care team

Utilising the SCTT Support Plan for clients who require the services of more than one service provider

Components include: Date the shared care/case plan is developed Participants in the development of the shared care/case plan Client stated and agreed issues, or problems Client-stated and agreed goals Agreed actions and the name of the person or service responsible for

each action Timeframe for attaining goals and actions Planned review date Client acknowledgement of the care plan (Signed or verbal)



Identifying an actual review date for the shared care/case plan

Recommended stepsare:

Identify the need for a shared care/case plan Check if any other plan exists such as:

- inter-agency care plan- case management plan- team care arrangements- mental health plan- disability support plan- care coordination plan- advanced care directive

Explain the purpose and expected potential benefits of the shared care/case plan to the client

Obtain client consent to the proposed shared care/case plan Identify the participants in care and which ones need to be involved in

the care planning process Obtain client consent to share information with the participants Communicate with participants to arrange time and method of

participation in a planning session Select the care/case Coordinator, or facilitator at the planning session Record all participants in care, their role and contact details Develop the shared care/case plan together with the client to identify

key issues, agreed goals, timelines and actions required to achieve thegoals of care

Set and record a date to review the plan Check that the client understands and agrees to the plan. Participants involved in a client’s care should receive a copy of the plan Provide feedback to the care/case Coordinator Facilitate a review date of the plan by the care/case Coordinator Use the SCTT Review of Shared Support Plan to record progress of

each goal

EVIDENCE GUIDEThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

To be considered competent in this unit the participant must be able to demonstrate the achievement of all of the elements of competency to the level specified by the associated performance criteria using the required skills and knowledge.

Specifically the participant must be able to: Articulate the purpose and benefits of a service coordination model Identify and record client health and wellbeing needs Process referrals to and from other service providers to meet client

needs Apply service coordination in accordance with relevant

organisational procedures Identify the five phases of service coordination and their

interrelationship Apply the current Victorian Department of Health service

coordination practice standards, as articulated in the VictorianService Coordination Practice Manual

Utilise the current Service Coordination Tool Templates (SCTT), as



required Coordinate the development and implementation of a shared

care/case plan to address client needs

Context of and specific resources for assessment

Assessment must be conducted within a real or simulated workplace environment over a period of time

Resources required for assessment include access to:- real or simulated workplace- real or role-play clients- current Service Coordination Tool Templates (SCTT)- computers with internet connection- organisation policies and procedures

Method(s) of assessment Assessment must include demonstration of practical skills and may also include, but is not limited to the following:- Oral/written test- Research project- Care plan for a client using multiple services- Professional development requirements for service

coordination staff- Use of current SCTT templates


Appendix 1 – Project Brief

Short Course in Service Access Model – Project details

Rationale for course developmentThis short course aligns to the Victorian Department of Health Service Co ordination Strategy. Service Co ordination seeks to align practices, processes, protocols and systems to enableorganisations to work together to provide a seamless and integrated response to consumers.

Demand is difficult to predict. However, the Health Service Coordination Strategy expects all funded services to implement reviews of service access infrastructure, systems and practices. This is to be done with a view to implementing service access models with associated policies and procedures. It is anticipated that managers / Coordinators/ team leaders in Health and Allied Health, Disability, Aged Care will require training in this area.

Department Of Health would like training in Service Access Model to be incorporated in current relevant courses such as HLT32907 Certificate III in Health Administration, HLT43207 Certificate IV in Health Administration and HLT52007 Diploma of Practice Management.

The short course unit could be selected as an elective unit under new NQC packaging rules.

Demand may be inhibited by the Victorian Training Guarantee as the anticipated cohort for thisshort course hold higher education qualifications.

Project Steering Committee details and expectationsProject Steering Committee to be invited and includes:

CMM Human Services CS&HITB staff representative CS&HITB Board and/or Industry representatives* Dept of Health representative Employer representative (Hospital, Community Health Centre for example) RTO representative (maximum of 2) Curriculum Writer/Accreditation Advisor (in attendance) Curriculum Maintenance Manager – Human Services (in attendance)

Project Steering Committee members are expected to attend the meetings (replacements may be nominated), provide feedback on draft documents and ask colleagues or associates to also provide feedback if requested.

Project timelinesThe project is funded by Skills Victoria and project managed by Curriculum Maintenance Manager – Human Services with an estimated 3 x 2 hour meetings to be held at VCOSS offices in Melbourne during business hours and approximately 6 weeks apart.

It is expected that the course curriculum will be signed off by the Project Steering in September/October before being submitted to an Accreditation Panel and posted to the Training Support Network website by the end of November 2011.

16


Appendix 2 – Skills/Knowledge Profile for the Course in Service Coordination

Duty Tasks

AArticulate the benefits and

characteristics of Service

Coordination

A1.Identify the client as the central focus of

Service Coordination

A2.

Determine the key principles of Service

Coordination

A3.Summarise key elements of a

Service CoordinationFramework

A4.Identify the tools and resources required to

support Service Coordination

A5.

Compare different models of Service

Coordination

B.

Conduct an initial contact

B1.Identify the

importance of the initial contact with

the client

B2.

Clarify which staff may be involved

initial contact

B3.Determine the

expectations of the client at initial

contact

B4.Apply the good

practice guidelines for initial contact

B5.Organise appropriate training initial contact

staff

C.

Identify initial client needs

C1.

Conduct a comprehensive initial needs identification

C2.

Clarify which staff may conduct an

initial needs identification

C3.

Ensure that staff have access to

relevant resources

C4.

Establish timelines for meeting client

needs

C5.Apply the good

practice guidelines for initial needs

identification

C6.Organise appropriate

training for staff involved in initial

needs identification

D.

Conduct an Assessment of the

client

D1.

Clarify the purpose of the client assessment

D2.

Apply the relevant Assessment framework

D3.Provide summary

information of assessment to

relevant service providers

D4.

Clarify which staff may conduct an

Assessment

D5.

Develop a holistic picture of the client

needs

D6.

Clarify client expectations from the Assessment

D7.Apply good

practice guidelines for Assessment

D8.Organise appropriate

training for staff involved in

Assessment

E.Develop a Care Plan for a client

with relevant service providers

E1.

Establish the role of Care Planning in


E2.

Determine the key features of effective

Care Planning

E3.

Identify the key components of a

various Care Plans

E4.

Identify the steps in developing a Care

Plan

E5.

Clarify the service providers involved in

developing theCare Plan

E6.

Clarify client expectations from a

Care Plan

E7.Apply good

practice guidelines for developing a

Care Plan

E8.Organise appropriate

training for staff involved in

developing Care Plans

F

Conduct referrals

F1.

Clarify the role of referral in overall


F2.

Identify the different types of referral that may be possible in


F3.

Use the Service Coordination Tool Templates (SCTT)

for referrals

F4.

Use SCTT for referrals to and from General Practitioners

F5.

Identify which staff may be involved in

referrals

F6.

Clarify client expectations from

referrals

F7.

Apply good practice

guidelines for referrals

F8.

Organise appropriate training for staff

involved in referrals

17

Appendix 3 – Minutes of the Project Steering Committee Meetings


CMM Human Services Swinburne University, TAFE PO Box 218 Hawthorn Victoria 3122 Australia

Telephone +61 3 9214 8501Facsimile +61 3 9214 5026Email: [email protected]

Accreditation of the coursesCourse in Service Access Model

Minutes of the 1st Project Steering Committee held 14 July 2011Present:Name Organisation EmailRachael Moore Portland District Health [email protected] Sandra Bowen Villa Maria [email protected] Susan Tomlinson Darebin Community Health [email protected] Georgina Cossans School of Health - Victoria University [email protected] Alison Wilson Nillumbik Community Health [email protected] Lavery Integrated Care Branch - Department

of [email protected]

Frank Evans Central Gippsland Health Service [email protected] Downs Community Services & Health

Industry Training [email protected]

In attendance:Name Organisation EmailJohn Dunton Curriculum Maintenance Manager

(CMM) Human [email protected]

Autumn Shea CMM Human Services Administrator ashow e ll @ swin.edu.au Sam McCurdy Dewhurst Consultancy Pty Ltd [email protected]

Apologies:Name Organisation EmailRene'e Jakimowicz FYI Training [email protected] Staaf Australian Nursing Federation [email protected] Ridgway Peninsula Health - Community

HealthKRidgwa y @phcn.vic.gov.au

1. IntroductionsProject Steering Committee members introduced themselves and identified the organisation that they represented. Rachel Moore participated via teleconference.

2. Appointment of a ChairpersonSusan Tomlinson volunteered to be the Chairperson for this steering committee and this was agreed to unanimously

3. Project overview



CMM provided a project overview: The need to develop a course in Service Access Model was identified by

Department of Health and CS&H ITB. CMM brought into discussions in 2010 regarding course development.

CMM conducted research, re: existing Training Package qualifications or Accredited Courses that could meet this need. No existing courses/qualifications were found that addressed Victorian Service Access Models.

Project proposal submitted by CMM to Skills Victoria to develop a State AccreditedCourse in Service Access Model in June 2010 and was accepted.

Process: The Project Steering Committee (PSC) will meet approximately 3 times - meetings

usually 6-8 weeks apart. A further meeting may be needed in the event of further course development.

PSC sign-off on the course document will be at the final meeting. A VRQA Accreditation Advisor Panel will meet to review the course documentation

after PSC sign off. One PSC member will be required to attend the meeting as a representative of the PSC.

After Accreditation Advisor Panel, the reviewed course documents are sent toVRQA for accreditation and allocation of appropriate course code & unit codes.

Endorsed Course in Service Access Model will be accredited for a period of 5 years from 1 January 2012. The curriculum document will be publicly available on the Training Support Network for use by any RTO wishing to add it to their Scope.

CMM to review the course post release (via a Midcycle review) to assess how it’s being used and if any aspects of it need updating/revising.

CMM also highlighted that it was up to this PSC to determine if this course would consist of only one unit or more than one unit and would form part of the course development process.

The PSC were made aware that the units developed specifically for this course could be imported into Training Package qualifications. This is due to the NQC Flexible Packaging rules that allows Training Package qualifications (unless exempt from the ruling) to import units from Accredited Courses as electives.

4. Role of the Steering Committee in the re-accreditation processVRQA document circulated: “Role of the Steering Committee”

Sam McCurdy outlined the role of the PSC including: All key stakeholders must be represented on PSC To provide feedback and input into the contents of the document. To ensure industry and community needs are reflected in the proposed course. Directing/recommending external resources for inclusion in the document. Recommending further consultation (either by suggesting additional PSC members

or identifying external stakeholders for consultation).



Signing off on and validating the content of the course and confirming it meets industry and community needs (by signing a course content endorsement form).

o Majority consensus required.

5. Project Steering Committee Process

PSC discussed the definition of ‘Service Access’ as distinct from ‘Service Coordination’. Some PSC felt that ‘Service Access’ was a subset of the umbrella term ‘Service Coordination’, other PSC understood it was vice versa.

PSC queries ‘who is the course aimed at’? There are two different skills/functions in Service Access – ‘Initial Needs

Identification’ (eg. Case manager/Intake Manager) and ‘Initial Contact/First Point of Access in Services’ (eg. Reception).

CMM advises that this is for the PSC to discuss and determine if the course will focus on one or both of those.

Department of Health representative at meeting states that the Department would want the course to be broader in application than ‘Initial Point of Access’.

Emphasis on the course supporting continuous improvementAction: PSC to determine if course to focus on ‘Initial Needs Identification’

OR ‘Initial Contact/First Point of Access in Services’, OR on both.

Sam McCurdy identifies that the course assumes an underpinning knowledge in health/community services industry knowledge.

PSC agree with this. Suggestion: Can have ‘first point of contact’ as a pre-requisite skill for this course

PSC agree that this course is best structured as generic unit/s which can be applied to various services/industries and are customisable.

Next Steps: Define Skills / Knowledge profile that a graduate must have to function/practice in industry:

Sam McCurdy to develop draft Skills / Knowledge profile as derived from theDepartment of Health document ‘Service A c cess Model: A Way Forwar d ’.

PSC to review the document ‘Service Access Model: A Way Forward’ and provide Sam McCurdy with feedback re: does what is outlined meet/represent the needs of all present regarding the Skills / Knowledge required and the currency of thecontents.

Action: Hardcopy of document and accompanying ‘tool kit’ to be posted to PSC by Dept of Health Representative.

Action: All PSC to provide feedback in 2 weeks (29th July) to: Sam McCurdy sam@dewhurs t consultan c y.co m .

6. Other businessExamples of position descriptions requested from PSC.



Action: PSC to email to Sam McCurdy [email protected]

by Friday 22nd JulyEmail addresses of PSC members to be circulated to other PSC members.

Action: All email addresses included on the front page of these minutes

7. Arrangements for the next meetingThe next meeting will be held:25th August, 2pm-4pmCommunity Services & Health Industry Training BoardVCOSS OfficesLevel 8 (Boardroom), 128 Exhibition Street, Melbourne





Course in Service Access ModelMinutes of the 2nd Project Steering Committee held 25 August 2011

Present:Name Organisation EmailRenee Jakimowicz FYI Training [email protected] Staaf Australian Nursing Federation [email protected] Ridgway Peninsula Health - Community

[email protected]

Alison Wilson Nillumbik Community Health [email protected] Lavery Integrated Care Branch - Department

of [email protected]

Apologies:Name Organisation EmailJohn Dunton Curriculum Maintenance Manager

(CMM) Human [email protected]

Georgina Cossans School of Health - Victoria University [email protected] Susan Tomlinson Darebin Community Health [email protected] Rachael Moore Portland District Health [email protected] Downs Community Services & Health

Industry Training Boardcshitbv@i nt raining.or g. au

Sandra Bowen Villa Maria [email protected] Evans Central Gippsland Health Service [email protected]

In attendance:Name Organisation EmailSam McCurdy Dewhurst Consultancy Pty Ltd [email protected]

1. WelcomeShelley Lavery agreed to chair the meeting in the absence of Susan Tomlinson and welcomed those members present.

2. Minutes of the previous meetingThe minutes of the previous meeting were accepted as being accurate.

3. Business arising from the previous meetingSam McCurdy outlined the actions taken following the previous meeting. These were: PSC determination of the course focus

Two comments had been provided from Rachael Moore and Georgina Cussans Position descriptions



Sam thanked those who had provided Position Descriptions for review. They had been summarised and circulated prior to the meeting. Sam advised that while each outlined a specific role in Service Coordination, they had not really helped in defining the direction of the project.

Distribution of “Service Access Models: A way forward” and “Victorian ServiceCoordination Practice Manual 2009:Sam thanked Shelley who had distributed the documents to the Steering Committee members, as they had proved to be very useful. Shelley advised that the former document was based on the latter, which is upgraded every three years.

Feedback on the Steering Committee responses – Sam McCurdyThe two responses mentioned above had confirmed the suitability of the four phase approach to Service Coordination and the supporting role of service access models

Skills/knowledge profile – Sam McCurdySam advised that he had used the “Service Access Models: A way forward” document to draw up a skills/knowledge profile, which could be the basis of the proposed course. From it he had developed a draft unit of competence, which would be reviewed later, as part of the meeting agenda.

Email addressesAs suggested at the last meeting, the email addresses of the Steering Committee members had been circulated by John Dunton.

4. Review of the draft unit of competencyThe members expressed disappointment that the skills/knowledge profile and the unit of competency seemed to be designed for managers and supervisors, who would form a very small cohort for training. The real need was for training that provided anoverall appreciation of service Coordination for staff at all levels and the project should be directed towards this goal. Sam advised that the original Project Brief had been specifically aimed at managers and supervisors.

In response, Shelley reported that her enquiries to relevant staff at the Department of Health had confirmed that this Steering Committee could determine the target group for the training and that it would be more beneficial if it were aimed at all staff involved in service Coordination. It could be provided as an induction program for experienced community services and health (CSH) staff to the whole state-wide services that can be provided through service Coordination. This would then be very beneficial to allthe CSH services.

Given this advice, Sam requested information to enable an alternative skills/knowledge profile to be created from which a unit of competency could be developed, it was suggested that the Position Description for the “Intake” position would be a good starting point.

With this project direction, Sam suggested that the course title “Course in Service Access Models” may be inappropriate. The members agreed that the course title should be changed to the “Course in Service Coordination”.



5. Future action:Sam will use the “Intake” position description to develop a new skills/knowledge profile based on today’s discussions, which he will circulate electronically to the members for comment. Once the profile has been approved, he will develop a draft unit of competency based on the new profile and distribute to the members prior to the next meeting, as a component of a 1st draft of the accreditation submission.

Action: Sam McCurdy

6. Arrangements for the next meetingThe next meeting will be held:Thursday 6th October at 2:00 pm-4:00 pmCommunity Services & Health Industry Training BoardVCOSS OfficesLevel 8 (Boardroom), 128 Exhibition Street, Melbourne





Course in Service Co-ordinationMinutes of the 3rd Project Steering Committee held on 6 October 2011

Present:Name Organisation EmailAlison Wilson Nillumbik Community Health [email protected] Staaf Australian Nursing Federation [email protected] Ridgway Peninsula Health - Community

HealthShelly Lavery Integrated Care Branch - Department

of Health

[email protected]

[email protected]

Georgina Cossans School of Health - Victoria University [email protected] Bowen Villa Maria [email protected]

Apologies:Name Organisation EmailSusan Tomlinson Darebin Community Health [email protected] Moore Portland District Health [email protected] Downs Community Services & Health

Industry Training [email protected]

Frank Evans Central Gippsland Health Service [email protected] Jakimowicz FYI Training [email protected]

In attendance:Name Organisation EmailSam McCurdy Dewhurst Consultancy Pty Ltd [email protected] Dunton Curriculum Maintenance Manager

(CMM) – Human [email protected]



1. WelcomeAlison Wilson agreed to chair the meeting and welcomed those members present.

2. Minutes of the previous meetingThe minutes of the previous meeting were accepted as being accurate.

Moved: Mark StaafSeconded: Karen Ridgway

Carried

3. Business arising from the previous meetingSam McCurdy explained that he had produced a Skills/knowledge profile for Service Co- ordination, based on the Good Practice Guidelines and had circulated it to the members for approval. Generally the feedback had been positive, but it had been suggested that more emphasis was required on service co-ordination across service providers, including E-Referral.

The profile had been further modified to accommodate these comments and was then used to prepare a draft unit of competency, which had been circulated for consideration at this meeting, as part of a 1st draft accreditation submission.

Karen Ridgway added that there was also a need to emphasise the Duty of Care and performance measuring requirements.

4. Review of the 1st draft accreditation submissionThe members reviewed the submission and suggested the following changes: Change the course title to the “Course in Service Co-ordination” to broaden its

applicability beyond community health (disability and human services for example).

Remove references to “community health” throughout the document, as above.

Section B, 3.1- Change the last sentence in the 2nd paragraph to read “It is anticipated that all

levels of staff involved in service co-ordination across various service sectors may require training in this area”.

- Amend the wording in the 3rd paragraph to read: “The Victorian Department of Health would like training in service co-ordination to be incorporated in the qualifications HLT32907-Certificate III in Health Administration, HLT43207- Certificate IV in Health Administration and HLT52007-Diploma of Practice Management, and other relevant courses

Section B,7.2, add to the list of resources for delivery the following:- Program specific policies and guidelines- Human Services Directory- Online Service Co-ordination module- Unit CHCCM702A – Implement goal directed care planning



Unit VUXXXX1 – Contribute to effective service co-ordination Add a performance criterion to Element 1 based on a similar performance criterion

in the unit “CHCTC302S-Provide client-centred telephone counselling”, to emphasise the personal qualities required in service co-ordination.

Remove the phrase “who may be” from the 1st performance criteria relating to staff, in each of Elements 2-6.

Move the current Element 6 on referrals to Element 3 position and amend it to read, “Process referrals to/from other services”

Add a performance criterion to the new Element 3 stating that “All referrals are formally acknowledged, in accordance with organisational procedures”.

Amend the last performance criterion in Elements 2-6 to refer to “Organisational procedures”, rather than “best practice”, to acknowledge that organisational procedures should reflect best practice.

Move the current performance criterion 4.6 relating to the use of the HumanServices Directory to the new Element 3 on referrals.

Required skills and knowledge section:- Change the last dot point in the “Skills” listing to read “Apply the organisation’s

service guidelines”- In the Knowledge listing, remove “techniques” from the “Risk Management

techniques” item and add “Human Services Directory” and “OHS principles and practices” as new dot points

Range statement section:- Change the listing under “Consumer needs” to read;

o Health and social supporto Emergency and crisis supporto Crisis services

- Remove the listing of “fundamental principles” under the “Service co-ordination” item.

- In the “Tools and resources” item remove reference to “2009” in the “User Guide” and replace with “current”, as it is under review at present. Also change “Human Resources Directory” to “Human Services Directory” in the listing.

- Amend the definition of “Initial needs identification” to read “An initial broad screening process, where the underlying issues, as well as presenting issues are identified”.

- Change “Purpose of an assessment is” to read “Purpose of an assessment is to develop” and then change the RHS to read “A decision-making methodology that collects and evaluates information related to the care of the client”

- Amend the information on what “A care plan involves” to accommodate the suggestions by Mark Staaf.

- Amend the information on “Key features” to accommodate the suggestions byMark Staaf.

- Amend the information on “Components” to accommodate the suggestions byMark Staaf.

- Re-organise the Range statement items to follow the order in which they now appear in the performance criteria.



Nominal hours- With the changes to the unit and in particular, the much wider application

across roles within the community health and human services sector, it was discussed and agreed by the Project Steering Committee that the nominal hours should be increased to 40 hours.

5. Future action:Sam will incorporate the suggestions made at this meeting to form a 2nd draft of the accreditation submission within 1 week of the meeting. John will then circulate the 2nd

draft to the members accompanied by a Course Contents Endorsement form.Action: Sam McCurdy and John Dunton

If the members are happy with the 2nd draft, then they can complete and sign the Course contents Endorsement form and return it to John. In this way there will be no requirement for another meeting. Due to the tight timelines for the project, it was emphasised that members would need to provide feedback within a week of receiving the documents, particularly as a few of the members were about to go on holidays.

Action: All Steering Committee members

However, should major concerns be raised another Project Steering Committee meeting will need to be organised to resolve the problems.

John reported that the Project Steering Committee sign off on the accreditationsubmission, an Accreditation Advisor panel meeting is organised with one Project Steering Committee member, Curriculum Writer (Sam) and CMM (John) attending. Once this process has been completed, the course documents are submitted to VRQA beforeposting to the Training Support Network website.


Appendix 4 – Signed Course Contents Endorsement forms

Course Contents Endorsement forms


VoetOfoan Aogl•tratlon &Oualifieadons A<Jtl'lo<•'Y

Course Contents Endorsement Form

Course title(s) Course in Service Coordination

1. The structure of the course(s) meets the identified industry/enterprise/community need.

es 0 No

2. The qualification levelis appropriate to industry needs

es . o No

The content of the course(s) includes all relevant occupational health and safety requirements for this industry/community (if appropriate).

aAes 0 No 0 Not Applicable

The course(s) meets any licensing requirements for this industry/community.

es 0 No 0 Not Applicable

The course(s) complies with any relevantlegislation specific to the industry/community (If appropriate).

JSYYes 0 No 0 Not Applicable

The content of each unit reflects the knowledge and skills required to achieve the vocational outcome.

s<es o No

If you feel as a steering committee member that you cannot agree that one or more of the above requirements has been adequately addressed, please provide details of your concerns.(Please attach additional pages if required.)

·········································································································· ·················

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Tho content of each unit reflects the knowlodgo and akille requlr.ed to achieve tho vocational out come.

·es D No

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22091VIC Course in Service

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Course title(s) Course in Service Coordination

The steering committee oversees the development of the course and ensures that:• the contents and

qualification structure meet the needs of industry, enterprises and/or the community

• the course meets all relevant occupational

· health and safety regulations, licensing requirements and any other legislation that is appropriate to the course

• the employability skills summary reflects the needs of the job role

• any risks associated with the course have been identified

Each member of the steering committee must complete and sign a copy of this form to certify that they agree that course meets th·e requirements as specified.

1. The structure of the course(s) meets the identified industry/en rprise/community need.

C8J Yes 0 No

2. The qualification level is appropriate to industry needs

t:?IJ Yes 0 No

3. The content of the course(s) incrudes all relevant occupational health and safety requirements for this industry/community (if appropriate).

C8J Yes 0 No 0 Not Applicable

4. The course(s) meets any licensing requirements for this industry/community.

IKI Yes 0 No 0 Not Applicable

5. The course(s) complies with any relevant legislation specific to the industry/community (if appropriate).

IE! Yes 0 No 0 Not Applicable

6. The content of each unit reflects the knowledge and skills required to achieve the vocational outcome.

0 Yes 0 No

If you feel as a steering committee member that you cannot agree that one or more of the above requirements has been adequately addressed, please provide details of your concerns. (Please attach additional pages if required.)

Name:...Frank Evans Signature: p Date: 24/10/2011

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1. The Rtr\Jcture of the coursc(s) meets tile identified industry/enterprise/community need.

if Yes 0 No

2. The qualification lovol is appropriate to indu try needs

1:1' Yes 0 No

The content of the course(s) includes all rclev;mt occupation::.t healt.h ann safety requirements for this industry/communi ty (if appropriate).

r;;r' Yes 0 No 0 Not Applicable

4. The coursc(s) meets (lny licensing requirements for this industry/communi ty.

0No 0 Not Applicable

5. The course(s) complies with any relevant legisl<ition specific to the industry/community (if appropr ;tc).

0 No 0 Not Applicable

6. The content of each unit reflects the knowlcr1oc ilnr1 kills required to achieve the vocational outcome.

0 No

If you Icc:I as.steering c:ommiltAA.member that you c\lnnot agree that one or more of the above rcquircrn< nts has tx:.::n >'l<iequl'IMiy :'!rldressed, please provide det.;lils or your concerns. (Plea:,:,::.l·lt: r.h additional pages if required.)

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• the employability skills .·.: .·summary reflects the needs of the job role

• any risks associated with .. the course have·been .. '··.

2. The qualifci ation levelIs appropriate to Industry

needs ca/ves 0 No

3. The content of the course(s) Includes all relevant occupational health and safety requirements for this Industry/community (If appropriate).

. es 0 No 0 Not Applicable .·

4. The course(s) meets any licensing requirements for this industry/commvnity.

0 Yes q No t Applicable

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·0 Yes 0 No Applicable

The content of each unit reflects the knowledge and skills required to achieve the vocationaloutcome.

es 0 No

If you fee.ias a steering commiltee member that you cannot'agree that one or more of the above requirements has been adequately addressed, please provide details of your concerns.(Please attach additional pages if required.)

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4. The course(s) meets any licensing requirements for thisIndustry/community.

0 Yes 0 No !I/'Not Applicable

5. The course(s) complies with any relevant legislation specific to the Industry/community (If appropriate).

0 Yes 0 No /Not Applicable

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r/ Yes 0 No

If you feel as a steering committee member that you cannot agree that one or more of the above requirements has been adequately addressed; please provide details of your yoncerns. (Please attach additionalpages if required.)

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1. The structure of the course(s) meets the Identified industry/enterprise/community need.

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2. The qualificationlevelis appropriate to industry needs

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3. The content of the course(s) Includes all relevant occupational health and safety requirements for this industry/community (If appropriate).

li('Yes 0 No 0 Not Applicable

4. The course(s) meets any licensing requirements for this industry/community.

0 Yes 0No ot Applicable

5. The course(s) compiles with any relevant legislation specific to the industry/community (lf appropriate).

o Yes 0 No

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a" Yes 0 No

If you feel as a steering committee member that you cannot agree that one or more of the above requirements has been adequately addressed, please provide details of your concerns. (Please attach additional pages If required.)

Name: MM.........·.. Signature: ....

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31 Oct 2011 !2:03PM DAREBIN COM UNITY HEALTH 6138470!107

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Course Contents Endorsement Form ·

Course in Service Coordination- - - -···---L--- - -- - -

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1.. The structure of the course(s) meets the identified.industry/enterprise/community need.

0 No

2... The qualjfci atlolevel is appropriate to industry needs

s . · , D No

3. The content of the course(s) includes all relevant occupational health and safety requirements for this industry/community (if appropriate).

s D No D Not Applicable

4. The course(s) meets any licensing requirements for this

0: : t1Jindustry/community.

1 D Yes 0 No Applicable ·

•. c.to the Industry/community (if appropriate)•

Ea :h·memberQHtie.•. :.'·:2: ·;.

.cqrrimih'fni:.!·.:;:i•

The course(s) complies with any relevant legislationspecifi

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cQ'm'plete:at1if sign a i:'oP.v].:.:; :o(tliis'lqi;ri)toier;tify'ttiit._,,

D Yes D No t Applicable

,Y::J; : rt:L: 6. :::u t : : i ,! :,h u ; .dge and skills

- s D No

If you feelas a steering committee member that you cannot agree that one or more of the above requirements has been adequately addressed, please provide details of your concerns. (Please attach additional pages if required.)

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Course title(s)L-- -·- -

···

Course in Service Coordina io.. ··· - - ·-:--+i----- -- -·---- -'

i1. The structure of the coursF(

industrytenterprise/commlniJlleets the identified· need.I

3 Yes 0 N I

iI II I

2. The qualification levelis app opriate to Industry needs

Jl9.. Yes 0

3. The content of the courses) occupational health and Sflf industry/community (If aprr

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ncludes all relevanty requirements for this,rlate).

Iii Yes D ' 0 Not Applicable'

!4. The course(s) meets any lie

industry/community.sing requirements for this

Yes 0 No t:Not Applicable

5. The course(s) complies with nY relevant legislation specific to the industrytc9m pnity (if appropriate).

0 Yes 0 No 1 6l Not ApplicableII

6. The content of each unit r fl G ts the knowledge and skills required to achieve the vqca ionaloutcome.

''

l'il Yes 0 No

!If you feel as a steering committee member that you cannot agree lh one or more of the aboverequirements has been adequately addressed, please provide det ils f your concerns. (Please attach

· additionalpages if required.) i

·················································································;···. '..........' .........'.. '.....'......'..'...' .......................' .......... '1i'..............'.........................

!·················································································J··· ········································Name: . A\..J.6.Q.N.. :-· m..,o. t:nJ...... Signature: ... ::.....Date:... 3.r...:l.O.:..U

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C:DI OCUME-1\alsi onwiLOCALS-1\TempiXPgrpwlseiSeiVice Co-ordination Courso_conte fts_. I

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Course.title(s) Course In Service Coordination

The 5teering committee oversees the development of the course and ensures that:• the contents and

qualification sJructure meet the needs of Industry, enterprises and/or the community

• the course meets all relevant occupat onal health and safety regulations,licensing requirements and any other legisal tion that is approprai te to the course

• the employability skills summary reflects the needs of the job role

• any risks associated with the course have been Identified

Each member of the steering committee must complete and signa copy of this form to certify that they agree that course meets the requirements as specified.

1. The structure of the course(a) meets the IdentifiedIndustry/enterprise/community need.

es 0 No

2. The qualification levelIs appropriate to Industry

needs es 0 No

3. The content of the course(s) Includes all relevant occupational health and safety requirements for this Industry/community (If appropriate):

&"'Yes 0 No 0 Not Applicable

4. The co1,1rse(a) meets any licensing requirements for this industry/community.

s 0 No 0 Not Applicable

5. The courae(s) complies with any relevant legislation specific to the Industry/community (If approprai te).

s .0 No Cl Not Applicable

6. The content of each unit reflects the knowledge and skills required to achieve the vocationaloutcome.

. o/v s 0 No

If you feelas a steering committee member that you cannot agree that one or more of the above requirements has been adequately addressed, please provide details of your concerns. (Please attach additionalpagesif required.)

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Course Contents Endorsement FormF • a

1 Course ti

tle(s)

6 • I

I Cortlficate Ill In Community CulturalDuvolopmont- - _ _ L.-- -· -- -·- -· ·- - - · - --

--. - ·····------ --The &tearing committooovor&oos the cfovolopment of the course and onsuros that:• the cont ents and

qualification siructurc N10Bf thu neE:ds of industry. c·nterpris&s and/or the communityth:e course meet::. nil relt.vant occupational health and safety regulations, licensing

1. The stn cture of the courso(a) moeta the idontifiod industry/ontorpriaolcommunity neod.

dYes 0 No

2. Tho qualification lovolla appropriate to Industry noeda

ti Yes lJ No

3. Tho contont of tho coul1lo(s) lncludos all rolevant occupationalhealth and safoty roqulremonta for this lndustrylcommunity (If appropriate).

rt=t(lUirements and any other lc:gisl< tion that is< ppropriate to the course

0 Yes 0 No CJ Not Apphcablt::

• tt1e employability skills summary reflocts U1e ncoos of the job roleany risk s ()ssoctated with the course have been identified

Each member of tho atoerlng committee must. complete and sign a copy of this fonn to certify that they aorae that course meets the roqurl emonts a$ specified.

4. The courao(a) moots any llconslno requirements for thlaIndustry/community.

0 No F:f'Not Applicable

5. Tho course(a) complioa with any rolovnnt legislation spocific to tho i ndustrylcommunlty (if appropriate).

0 Yes 0 No /Not Applicable

6. Tho content of each unit reflects the knowlodgo ; nd skills roqulrod to achlove tho vocational outcome.

rf Yes 0 No

If you lt::el <s a sleenng committee rnernber that you c<mnot agree thtl onor more of the above rcquucments hes been adequately addressed, pleasprovide detotls ot your concerns. (Please aft.:lchudd111ona1 pages if required.)

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Appendix 5 – Letters of Support

Letters of Support


14th November 2011

To John Dunton

I am writing in support of the Course in Service Coordination.

As detailed in the submission document the Steering Committee determined that the course should be designed as an induction for all participants in service Coordination. The skills knowledge profile was developed and served as the basis for the unit of competency. I agree with the aims and objectives outlined in this document.

The outcome for Graduates of the Course in Service Coordination will be able to contribute to service coordination across several service providers that effectively meet the diverse needs of clients.

Following detailed review of the course submission document which outlines the aims, objectives and outcomes I am offering support of this newly developed course.

Yours sincerely

Sue Smith

Client Access and Referral Team Leader


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Our Ad:

Your ltd:

1l Nov 20lt

r John DL:.nto:-SWillbum..:: unlvc-rslt,' ot Toctnology -TAFe·'1() Bnx 2UJ, Jatw SH;.,whurn, VIC 3122

.Je-(lf Joho

I am wrl t"'J In 9upport o1th0 aca-odltatlon ot tho Suoto •ccrcdl tod Cour9c In Sorvrcc'ooordiiHHIOli ,

T·'W Vl:=tori4tn overnrneot I$ Qn..-nitted o a., tnte r"ed te· alth ard humilnSfl'vite sysWm to:mwidft Vk:tr..rillnr. \\lit," KtrMiilmfWlft4 8nd r:oorr.ioared JPflrott<":t' to 7ltt 1 r..are. S.,rvi(':fJCoordlnetton SUj:ot>OI'ts OC'Qll lsatlo ts to wo1'k In a CO"'tslrnd COOidlmtted 'HftY to ctveco.u;umC;rs a :x:amlc::and lntc9ratcd l'eSj:QMO.

t h."'vff rf!vie-lff!d t u<:nurssul:rnission clocur-ne ts for thf! SP.rvir.P. C".oor{iir.(ltion l.our,;f! "'"(1eve thDt t111!' C(l•u·t e atn,&, \ltJ. ectJvers: nd outcomes will 1net tt.e ne(>d$ of st•Jd nts ente':'tnn

:he service system and existni g v1cut.force wlshir.g to turthcr their ce.recIn a broad re nge of=--uman Ger'Jks. :alo believe thts cour:;c wll ncrcac sldlls and knowl..::dqc to llnpk:mcllt and?I'Oilt!>S :: LC· o-ordirltUon.

Yoorsincerci·

..... - ·- .......