CHCMGT005

Student Assessment
Task One: Questions
 Assessment Cover Sheet
This document must be signed by the student for each assessment completed. Submission of Assessments
will not be accepted for marking/review without a completed and signed Assessment Cover Sheet.

Qualification Title CHC52015 Diploma of Community Services

Unit Code CHCMGT005
Unit Title Facilitate workplace debriefing and support processes.
Student Name
Student ID
Student Email
Assessor Name
Campus ☐ Melbourne ☐ Sydney ☐ Perth
Due Date Week 6
Submission Date
Assessment Task Task One - Questions

Student Agreement:
By signing this Agreement, I confirm that I understand the Assessment Submission Guidelines, as detailed
in the Student Handbook and Acknowledge Education’s policies and procedures. In particular:
• The work submitted is my own and does not contain another person’s material represented in my
work.
• I understand that I must acknowledge in an appropriate manner all information and sources of
assistance used in my assessment work.
• I have followed all submission, presentation and file name guidelines outlined in the submission
guidelines. I am aware that if I do not follow the required guidelines, this could result in my
assessments being returned not assessed by my trainer/assessor.
• I understand that I must not receive undue assistance or the unauthorised help of others in the
preparation of my assessment work.
• I will not allow other students to access or copy in whole or any part of my assessment work.
• I understand that if I am dissatisfied with the way I have been assessed or with my result, I have the
right to appeal as detailed in the Student Handbook and Acknowledge Education’s policies and
procedures.

Student Declaration:
I hereby declare that I have read the above statement and that all the material I submit for assessment is
entirely my own and meets all of the college’s assessment requirements.

Student Signature
Date

CHCMGT005 – Student Assessment – Task One: Questions (V.1 – 192501) 2

 Assessment Task 1: Questions
Student Assessment Instructions
 This is a written assessment. All questions must be answered for this assessment.
 This written assessment will need to be completed again if it is incomplete or without satisfactory
performance, after further training support. This may be to focus on question areas not achieved in
the prior attempt at the assessment.
 The written assessment may be re-attempted on two further occasions (maximum of three
attempts).
 This is an open book assessment.
 Respond to all questions in the spaces provided.
 You must answer all questions correctly for this assessment to be completed satisfactorily. Ask your
assessor to clarify any aspect you are unsure about in this assessment task.

Required Resources
 You will need to have access to relevant legislation, standards and codes, industry practices.

Evidence
 You must submit the completed assessment cover sheet and your answers to your assessor, either by
handing in written responses or by online submission within the allocated time.
 Ensure you keep a copy of your submitted work. Assessments submitted without a completed cover
sheet will not be accepted.

When and where will this assessment take place?

 Your assessor will provide you with the due date, which can be recorded in the assessment plan.
 Your assessor may also specify the length of time allowed and the expected word count, if applicable.

What if the assessment is not suitable?

 If you are unable to provide sufficient evidence with the written assessment method, your assessor
may be able to provide you with an alternative method. Discuss this with your assessor.

What happens if your answers are not satisfactory?

 If any of the assessment responses are not satisfactory, your assessor will provide you with feedback.
You may need to resubmit some or all the questions. Your assessor will explain the details for your
reassessment.
 In most cases, you will be allowed a maximum of three attempts.
 If you are not satisfied with your assessment result, you have the right to lodge an appeal. Ask your
assessor or contact the Course Coordinator for more information.

CHCMGT005 – Student Assessment – Task One: Questions (V.1 – 192501) 3

Questi What is the difference between chronic stress and acute stress? List one possible impact of each.
on 1
Answe Chronic Stress:
r Chronic stress is long-term stress. Thus, such pressure is felt by the person for a long period of
time. The Human body is not good at dealing with such a form of stress. This stress mostly
occurs when the person is going through a divorce, close friend death, PTSD result from serving
of the military, etc.
Impact of Chronic Stress:
Chronic stress often increases blood pressure, increases the chance of cardiac problems,
increases muscular tension, etc. Thus, chronic stress often results in fundamental changes in the
manner the bodies work.
Acute stress:
Acute stress is short-term stress. The human body adapts to short-term stress and handles
them. Generally, we can quickly recover from this type of stress. The methods for dealing with
this kind of stress in our body results in blood pressure, an increase in breathing rate, etc. These
only rises for a short period of time.
Impact of Acute Stress:
The body is disturbed for a short period of time and then recovers. For eg. when we are in a
traffic jam, we feel uncomfortable for the duration and when the jam is over then we recover
from it.

Reference:
https://www.huffpost.com/entry/whats-the-difference-between-acute-stress-and-
chronic_b_58dcf585e4b0fa4c09598655#:~:text=Acute%20stress%20is%20short%2Dterm,when
%20you%20aren't%20there.

Result Satisfactory ☐ Not Satisfactory ☐

Question 2 How might you recognise that a worker you are supervising is experiencing stress and
burnout? Describe the support you could provide to ensure the worker fulfils their
duty-of-care obligations. Refer to two effective communication skills in your answer.
Answer Various factors that can identify whether or not a worker is experiencing stress are
listed below:
 The worker can show the social withdrawal. This includes the associations with
the social groups at work, suddenly going to dinner with the co-worker, etc.
 The worker cares less for the appearance. This can manifest in the dressing like
shabby, general disinterest, not in proper Hygiene, etc.
 The worker can be seen as Anxious, fidgety, or irritable when working in a
group. Inquiring this issue with co-workers would be a nice place to begin this
investigation.
 The workers can lose interest in the work. This can be determined easily by
comparing the task from the current to the task that has been submitted

CHCMGT005 – Student Assessment – Task One: Questions (V.1 – 192501) 4

 earlier. If there is any noticeable decline in the work without sufficient reason,
stress can be the driving factor.
In the work environment, the duty of care relates to taking appropriate measures to
ensure the employee's health is not affected unfavourably. Workers are required to
take part in this and ensure that they stay healthy. Two communication techniques that
can be used as the supervisor of a stressed worker to make the sad workers feel at ease
are:
A. Listening: I will engage with the employee and try to create a comfortable
environment to have trust in me about their issues. there are many ways to
create such an environment. Some of the common negotiation tools like
mirroring refer to the act of strategically repeating words so that the other
person's statements continue with speaking, labelling, which is the art of
associating the labels with the emotions that the persons display and
empathizing with the persons effectively ensure that this is carried out
successfully.
B. Non-verbal communication: This can be the things like body language, facial
expression, etc. I would have to ensure that my terms are nonjudgmental, that
my posture is alert and balanced, and that I make steady eye contact with the
employee to make him or her feel comfortable. This would make them
comfortable and will provide me the vital information to work with and to help
such employee overcome their stress.
Reference:
https://healthandsafetyhandbook.com.au/bulletin/4-ways-to-identify-stress-hazards-in-
your-workplace/

Result Satisfactory ☐ Not Satisfactory ☐

Question 3 Describe two impacts of grief, and what a work team could do to prepare for grief and
bereavement in their line of work.
Answer Two important impacts of grief from a work team’s perspective, would be the
following:
 Loss of productivity: The team members encountering grief would generally
show a decline in the productive capacity. The reason for this would be simply
that they will not be able to concentrate on the work due to distraction from
the trauma associated with the grief that they are going through.
 Impaired decision-making: The member will also in the probability, be unable
to make the proper decisions. The reason for this would be the problematic
impact that grief has on a person's self-confidence. The worker would be
feeling low and will not be able to respond to the important decisions.
Some methods of attempting to solve this would be:
 Empathy: Just like the last case, it would be hard for the team to act
understandingly with the member suffering from grief. It would be important
for the team to clarify the individual concerned and help them out if needed.
 Reducing the member’s workload for a while: This will give the person enough
space to introspect and deal with their grief. Decision-making & other stressful
experiences would impede this process and delay the repercussions that it
involves. Thus, it would be among the other team members until the lamenting

CHCMGT005 – Student Assessment – Task One: Questions (V.1 – 192501) 5

 part properly recovers.
Reference:
https://www.hrzone.com/lead/culture/bereavement-at-work-what-is-the-impact-and-
what-can-employers-do

Result Satisfactory ☐ Not Satisfactory ☐

CHCMGT005 – Student Assessment – Task One: Questions (V.1 – 192501) 6

Question 4 List two guidelines that organisational protocols may provide when you are planning
and preparing for a debriefing.
Answer Two organizational protocol guidelines for debriefing processes would be as follows:
1. Ground rules: Organizations have the general ground rules that are to be
followed by the employees engaging in such. some of them are as follows:
 The person should be open and honest while undertaking the
debriefing.
 The debriefer should be impartial and every participant should be
viewed in the process equally.
 The debriefer shall conduct proper research & report the balanced and
non-biased way to the individual or the panel overseeing the process.
2. Procedural aspects:
 Should be conducted soon; Preferably withing 2-4 weeks of the
incident;
 The same critical players that are in the organization who are involved
in responding to the incident shall be in the debriefing process.
Reference:
https://www.crisisprevention.com/Blog/debriefing-techniques

Result Satisfactory ☐ Not Satisfactory ☐

Question 5 How soon should debriefing occur after an incident? Explain your reasons.

Answer Debriefing should be ideally conducted as soon as possible after an incident takes place.
Ideally, the process shall be completed in the 4 weeks of the sad incident that take
place. 2 important reasons why the process should take as soon as possible are as
follows;
Firstly, this process should be done to ensure that the policies and the law of the
organization are respected so that no innocent party is unjustly harmed.
Secondly, it is done to make sure that the essential evidence is gathered quickly &
estimated while their evidentiary value is highest.

Reference:
https://www.betterhelp.com/advice/stress/the-7-steps-of-critical-incident-stress-
debriefing-and-how-they-support-trauma-recovery/

Result Satisfactory ☐ Not Satisfactory ☐

Question 6 Explain two methods for facilitating open discussion when conducting a debriefing and
two techniques for making the environment safe for discussion.
Answer Two effective methods of ensuring that the process is conducted appropriately are as
follows:
 Asking open-ended questions: This makes sure that engagement on the parts

CHCMGT005 – Student Assessment – Task One: Questions (V.1 – 192501) 7

 of the parties is involved. This is because their answer out qualitatively and
therefore would have to provide a lot of the information otherwise would have
come out. This will also make sure that the parties are invested in the process &
feel like they are being heard.
 Use neutral responses to comments: It is important to make sure that the
answers provided to the parties are non-biased & didn't disclose anything
regarding the supervisor's thoughts on the matter. This keeps the environment
impartial & encourage the participants in the process without feeling victimized
actively.
Two techniques that would make the environment safe for discussion are as follows:
 At the beginning of the process, it should be noted that it will be conducted
impartially & declaring that partiality or leaning would not be tolerated under
any circumstance.
 The supervisor should adopt an alert & engaged posture to make sure that the
participants feel like they are being listened to and are more willing to disclose
their thoughts on the matter on hand. This will include mirroring the posture of
the opposite party, maintaining eye contact, nodding at regular intervals while
a participant is speaking, etc.
Reference:
https://www.playmeo.com/how-to-conduct-a-debrief/

Result Satisfactory ☐ Not Satisfactory ☐

Question 7 Provide an example of a technique that can be used during debriefing that will
encourage the exploration and reflection of emotions related to the incident.
Answer Asking open-ended questions about the participant’s sentiments regarding the
matter: This would relate to questions displayed on "How did the incident make you to
feel?". This would achieve two objectives.;
 Firstly, it would cause the participant to feel really focused on and urge them to
talk about their experience;
 Secondly, being open-ended would give the sad individual sufficient room to be
more open about what the given incident meant for them.
The benefit of this would, again, be twofold;
 Firstly, it would cause the participant to consider their sentiments more
significantly and evaluate the principal manners by which they may have
impacted them;
 Secondly, it would likewise provide the supervisor with a more profound
understanding of how the participant may have been affected by the incident.
Reference:
https://www.ncbi.nlm.nih.gov/books/NBK546660/

Result Satisfactory ☐ Not Satisfactory ☐

CHCMGT005 – Student Assessment – Task One: Questions (V.1 – 192501) 8

 Assessor Name
Assessor Signature

Student Name
Student Signature

CHCMGT005 – Student Assessment – Task One: Questions (V.1 – 192501) 9