Course Title: Facilitate ongoing skills development using a person-centred approach

Part B: Course Detail

Teaching Period: VE 2018

Class Number: 2948

Class Section: DISH

For flexible terms and optional semesters, a Part B course guide may have been published for the entire teaching period, or for the specific class number in which you are enrolled. If there is no Part B course guide published for your specific class number, please refer to the guide for the teaching period in which you are enrolled. Enrolment Online is the definitive source for details regarding your class enrolment.

Course Code: BUSM7998C

Course Title: Facilitate ongoing skills development using a person-centred approach

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4365 - Certificate IV in Disability

Course Contact: Renee Costa

Course Contact Phone: 9925 0886

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 50

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This unit describes the skills and knowledge required to plan, implement and review formal and informal ongoing skills development, in collaboration with a person with disability and incorporate into the person’s individualised plan.

This unit applies to workers in varied disability contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

This unit is delivered and assessed in a cluster with:

CHCDIS004 - Communicate using augmentative and alternative communication strategies
CHCDIS002 - Follow established person-centered behaviour supports

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCDIS009 Facilitate ongoing skills development using a person-centred approach


1. Identify individual skill development needs

Performance Criteria:

1.1 Identify the person with disability’s skill development needs using a person-centred approach

1.2 Document development needs in line with organisation program guidelines

1.3 Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or other relevant person for inclusion in the individualised plan

1.4 Make referrals to other staff or specialist services according to the persons needs


2. Plan person-centred, ongoing skill development

Performance Criteria:

2.1 Use appropriate communication techniques to engage the person in identifying learning goals

2.2 Identify a range of learning strategies and opportunities to address the person’s goals

2.3 Develop formal ongoing skills development activities using a person-centred approach and, where appropriate, in conjunction with other relevant personnel

2.4 Document ongoing skills development in the person’s individualised plan





3. Implement person-centred, ongoing skills development strategies

Performance Criteria:

3.1 Work with the person to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering

3.2 Inform and support colleagues and relevant others to implement person-centred ongoing skills development in line with the person’s individualised plan

3.3 Access and utilise equipment and resources as required to facilitate the learning process

3.4 Document outcomes in the person’s individualised plan


4. Evaluate skills development and review plan

Performance Criteria:

4.1 Monitor the person’s development and provide feedback to the person and/or carer and/or relevant other regarding progress towards objectives and goals

4.2 Evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person

4.3 Identify opportunities for ongoing skill development


5. Identify and implement incidental learning opportunities to enhance skills development

Performance Criteria:

5.1 Identify situations that can act as potential informal learning opportunities and encourage learning

5.2 Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in appropriate format

5.3 Provide encouragement when the person takes initiative in learning situations

5.4 Withdraw support to an appropriate level in order to encourage experiential learning and development

Learning Outcomes

 On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.

Details of Learning Activities

  • class exercises to review discussions and workshops
  • seminars/workshops/presentations
  • guest presentations
  • group discussions
  • research in and out of class time
  • independent workplace case study

Teaching Schedule

Session 1:

The people you support, their families and carers.

  • Family and carer demographics
  • Transitions and service needs
  • Person-centred and family centred practices – planning supports together
  • Effective communication with the person you support, family/carers

Session 2:

Communication, skills development and positive behaviour support – building a full and interesting life

  • Complex communication needs (CCN) and Augmentative and Alternative Communication (AAC)
  • Person centred planning – assessment, increasing skills, strategies
  • CHCDIS004, CHCDIS009 & CHCDIS002 Assessment task 2: individual in-class – Case study Part 3, the client communication, skills and behavioural profile

Session 3:

Communication, skills development and positive behaviour support

  • Staff communication skills and practices
  • Effective communication with, and between the people we support
  • Positive Behaviour Support (PBS) strategies – what is the context of the behaviour of concern?
  • Linking effective communication, increased skills and inclusive behaviour

Learning Resources

Prescribed Texts


Other Resources

Additional resources available both in class and online.  

Overview of Assessment

Assessment 1: Understanding theory - Short answers

Assessment 2: Case study part 3:

  • Workshop - client communication, skills and behaviour profile
  • Take Home - Current skills development and behaviour support

Assessment 3: Professional Discussion, Workplace Evidence, Third Party Report.

Assessment Tasks

his course is assessed in accordance with competency based assessment. The unit

To demonstrate competency in this course you will need to complete all of the following pieces of assessment to a satisfactory standard. You will receive written feedback on all assessment (refer to MyRMIT for assessment criteria). You will receive a full assessment brief on the Blackboard site accessed via MyRMIT.

Assessment Task 1: Work responsibilities and practice – short answer questions

Using your experience in supporting people with complex communication needs to develop their life skills and capacity to manage themselves, and the information, discussions and materials from the workshops, you will respond to written questions about how you support your clients.  

Assessment Task 2: Case Study Part 3 – based on a person whom you support

In Part 3 of the case study you will discuss how your service supports clients to develop and maintain communication and skills for daily life, and provides positive and person centred behaviour support.

Assessment Task 3: Professional Discussion and performance evidence, Third Party Report 

This describes skills and knowledge you can demonstrate via your job role your skills and knowledge as a disability worker communicating with clients' using augmentative and alternative communication strategies, facilitating clients' skills development using a person centred approach and following established person-centred behaviour supports with clients.  This will be provided via a professional discussion and presentation of workplace evidence during planned workplace visits, and a Third Party Report from your team leader of manager.

Due date: to be scheduled with students

When you have completed all unit tasks to “Satisfactorily completed” standard, you will be signed off as “Competency Achieved” in this unit.

Assessment Matrix

An assessment matrix for this unit will be available from the Program staff and on Canvas

Other Information

This is a Work Integrated Learning course

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters:

Cover Sheet for Submissions 

You must complete a submission cover sheet for every piece of work submitted in hardcopy. For every piece of work submitted online you will complete an e-Declaration. The signed cover sheet or e-Declaration acknowledges that you are aware of the plagiarism implications.


It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Applying for Special Consideration

If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see:

Assessment Appeals

If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include:

  1. a) You believe an error has occurred in the calculation of the grade; or,
  2. b) You believe the assessment did not comply with criteria published in the Course Guide; or,
  3. c) You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).

Full details of the procedure (including appeals procedure) can be located at this RMIT site:

Academic Integrity

Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.

If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website:

The RMIT library provides tools to assist with your referencing

Plagiarism and Collusion

Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.

Examples of plagiarism include:

  • Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
  • Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
  • Piecing together text from one or more sources and adding only linking sentences;
  • Copying or submitting whole or parts of computer files without acknowledging their source;
  • Copying designs or works of art and submitting them as your original work;
  • Copying a whole or any part of another student's work; and
  • Submitting work as your own that someone else has done for you.
  • Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.

For further information, please see the RMIT Plagiarism Policy –;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations;ID=r7a7an6qug93

Plagiarism Software

The originality verification software Turnitin may be used in this course. For details, see:

Complaints Procedure:

RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.

Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.

Student Complaints Policy:

Student complaints Procedure:;ID=i1lexipvjt22

Student Complaints Form:

Course Overview: Access Course Overview