Assessment Cover Sheet

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Qualification Title CHC52015 Diploma of Community Services

Unit Code CHCMGT005
Unit Title Facilitate workplace debriefing and support processes.
Student Name Rubina Gurung
Student ID 1060729
Student Email 1060729@student.ae.edu.au
 Assessor Name Karen
Campus ☐ Melbourne ☐ *Sydney ☐ Perth
Due Date Week 7
Submission Date 03/06/2021
Assessment Task Task Two – Case studies

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 Rubina Gurung

Date 03/06/2021

Assessment Task 2: Case Studies

Student Assessment Instructions

● This Case Study may require you to work in groups/alone (The assessor will provide
details of the group format).
● You need access to the project instructions to complete this task. As this is an open-book
task, you may also access a learner guide, the internet and/or other resources.
● You must satisfactorily complete all sections of the assessment and submit these to your
assessor. Ask your assessor to clarify any aspect you are unsure about in this assessment
task.
● You may be asked to explain your responses if the assessor needs any clarification.

Required Resources
● You will need to have access to relevant legislation, standards and codes, industry
practices and student book resources.

Evidence
● You must submit the completed assessment cover sheet and your assessment 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?

● This assessment may be undertaken in a simulated environment/in a classroom/at home
– to be discussed with the assessor.
● 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 assessment tasks. 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.
 Case Study Instructions

● Read the scenarios and answer the questions below for each of the scenarios.

No. The student’s assessment shows evidence of the following:

1 Section 1 - Scenario 1
Due to government funding cuts, many child protection notifications go unallocated
and many caseworkers in the child protection system feel overwhelmed by their
caseloads. Mary supervises a diverse team of child protection workers. Her organisation
has had a high turnover of staff recently and she wants to assist them to manage their
stress.
Required Evidence
Identify two physical and two behavioural indicators of significant issues relating to
Q1 stress and emotional wellbeing that Mary should be alert for in individual team
members.

Behavioural Indicators include:

● Emotional Responses
● Loss of confidence
● Indecisiveness (Copello, Orford, Hodgson, Tober, Barrett, 2002).

Physical Symptoms are listed as follows:

Answer ● Difficulty in sleeping
● Feelings of tiredness, constantly

Reference
Copello, A., Orford, J., Hodgson, R., Tober, G., Barrett, C. and UKATT Research Team,
2002. Social behaviour and network therapy: basic principles and early experiences.
Addictive behaviors, 27(3), pp.345-366.

Result Satisfactory ☐ Not Satisfactory ☐

What responsibility does Mary have in relation to communicating with staff about
Q2
personal performance? What would be the intended effect of this?
 Make sure that their guidelines are provided to the workers with regard to their
performance activities so that they can follow the directions for giving an efficient
performance.

Following are the intended effects of doing this:

Ans ● Cooperation among team members
w ● Professional Development
e ● Interaction with the children
r ● Relations with families
● Appearance
● Honesty, and Integrity
● Punctuality, etc.

Res Satisfactory ☐ Not Satisfactory ☐

u
l
t
Explain a responsibility that Mary has to her staff regarding their understanding of legal
Q3 requirements, and explain an ethical principle her team should follow when managing
complex ethical issues and dilemmas.
By providing help to colleagues with regard to improvement in their understanding
related to their assigned goals and activities would result in positive outcomes at the
Ans workplace and it would also improve team cooperation by reducing stress due to less
w conflicting matters during work. Proper guidelines make it easy for colleagues to
e perform their duties in an efficient manner.
r

Res Satisfactory ☐ Not Satisfactory ☐

u
l
t
Identify three actions Mary can take to support individual staff members to manage
Q4
stress.
Ans
w These actions are listed as follows:
 1. Make a proper sleep routine so that she can get enough sleep
2. Develop time management skills by prioritizing important tasks and noting the
time to start and finish a job (Haslam, Brien, Jetten, Vormedal, and Penna,
2005).
3. Take part in protests to divert her mind and make herself feel relieved
e
r
Reference
Haslam, S.A., O'Brien, A., Jetten, J., Vormedal, K. and Penna, S., 2005. Taking the strain:
Social identity, social support, and the experience of stress. British journal of social
psychology, 44(3), pp.355-370.

Res Satisfactory ☐ Not Satisfactory ☐

u
l
t
If Mary’s team includes staff with diverse needs, what are two workplace practices she
Q5
could adopt to accept and identify the diverse needs of these colleagues?

The best workplace practices in this regard are listed as follows:

1. Developing Cultural Competence
It can be defined as a set of congruent behaviour and policies that make professionals
Ans able to work competently even in cross-cultural situations. By understanding cultural
w differences, cultural competence can be enabled at the workplace and it would help in
e identifying the diverse needs of the staff.
r 2. Establishing beliefs and values
By defining core values, behaviours and beliefs of staff members would be identified
and these policies are made for maintaining a balance at the workplace which include a
variety of beliefs and values.

Res Satisfactory ☐ Not Satisfactory ☐

u
l
t
Explain one way in which Mary could use organisational or national performance
Q6
standards to assess and report on staff stress and emotional wellbeing.
 A holistic approach can be adopted by Mary for effective stress management at the
workplace. This approach would help in addressing psychological injuries at the
workplace that need to be fixed before they give rise to order problems. Management
Ans standards can also help in managing stress in an appropriate manner and mitigate the
w negative impacts due to staff stress (Jarvis, and Parker, 2006).
e
r
Reference
Jarvis, P. and Parker, S. eds., 2006. Human learning: An holistic approach. Routledge.

Res Satisfactory ☐ Not Satisfactory ☐

u
l
t
2 Section 2 - Scenario 2
Mohamed is relatively new to his role, which involves providing support and
supervision to a team of workers who provide support to homeless young people. His
role is demanding because his team supports people with complex needs in an
environment where accommodation is expensive and demand exceeds supply.
Mohamed finds it hard to switch off from his responsibilities on the weekend. He wants
to work as effectively as possible and decides to monitor his performance.
Required Evidence
What are two sources of information that Mohamed can use to inform his self-
Q1
assessment and reflective behaviour strategies?

These sources of information are given below:

● Critical Reflection
This reflection should address information related to ongoing processes and changes in
Ans
his thinking and reading patterns.
wer
● Self Evaluation
It would contain information about actions taken by him and his overall responsibility
with regard to these actions.

Res Satisfactory ☐ Not Satisfactory ☐

ult
Q2 Explain two ways in which informal and formal performance feedback are different.
 These ways are given below:
1. Formal Feedback
In this form of feedback, the response is given related specific questions only as a result
of a structured encounter.

Formal feedback is designed in the form of surveys and questionnaires.

Ans
wer
2. Informal Feedback

It is usually used for responding to negative nonverbal communication.

It is often a face to face discussion for clarifying the negative or positive actions of
colleagues

Res Satisfactory ☐ Not Satisfactory ☐

ult
 Mohamed decides to clarify the extent of his work role. Explain two sources of
Q3 information he could use to learn more about the limitations of his work role and
responsibilities.
Following are the sources of information that can be used by him for learning about the
limitations of his work role:
1. Code of practice and legislation
Ans
2. Organisation guidelines
wer
3. Job description

Res Satisfactory ☐ Not Satisfactory ☐

ult
If Mohamed did not maintain professional boundaries in relationships with his team,
Q4 what are two likely negative consequences that would affect his ability and the ability
of his colleagues to perform effectively?

Professional boundaries are not maintained by him with his team members then
negative consequences in this regard are as follows:
1. Breach of confidentiality
2. Delay in completing tasks effectively
Ans
3. Stress at workplace
wer
4. The rising level of conflicts
5. Piling up of different problems
6. Lack of clarity over roles and tasks to be done by each member
7. Lack of trust among members

Res Satisfactory ☐ Not Satisfactory ☐

ult
3 Section 3 - Scenario 3
Terry has worked at a respite home for people with disabilities for three years. It is his
first night working with Lin, a new resident who has autism spectrum disorder and a
history of aggressive behaviour towards others. Terry’s partner on the shift is Fatima,
who is newly qualified in the field.
During the shift, Lin becomes agitated and starts throwing objects around the room.
Fatima is scared. Terry calls his supervisor, Tamara. Tamara tells Terry to call the police,
as he is required to do in an emergency and lock himself, Sue and Fatima in the office
 until the police arrive to ensure safety. The police arrive, and Lin immediately calms
down. The situation is resolved.
The following day, Tamara follows up on the incident. She soon realises that Fatima is
still very upset by the experience as she did not expect it and was very frightened.
Tamara suggests a debriefing session. She explains the procedure and potential
benefits to Fatima. Fatima says she would like to have a debriefing session and asks if
Terry can come too.
Required Evidence
Provide two questioning techniques Tamara could use to encourage Fatima to explore
Q1
and acknowledge her concerns.
These best questioning techniques in this situation that can be used by Tamara are
listed as follows:
Ans 1. Following up questions
wer 2. Clarification questions

Res Satisfactory ☐ Not Satisfactory ☐

ult
 When Tamara was speaking on the phone to Terry during the crisis and needed to
Q2 make a fast assessment of what was happening, what questioning style should she have
used? What are two examples of this type of question?
She could use either open ended questions or closed questions (Fox, 2009).
For example:
1. Open ended questions
What were your feelings during that incident?

Ans 2. Close questions

wer Are you joining the briefing session?

Reference
Fox, N., 2009. Using interviews in a research project. The NIHR RDS for the East
Midlands/Yorkshire & the Humber, 26.

Res Satisfactory ☐ Not Satisfactory ☐

ult
What information may have helped Terry and Fatima understand the type and scale of
Q3
the risk when supporting Lin in the respite facility?
Information related to risk assessment assisted Terry and Fatima in this regard. Scales
of risk are listed below:
● High (Possible Injury)
Ans ● Moderate (People might sustain the injuries)
wer ● Low (Possibility of minor injuries only)
By understanding the type of scale, the overall response of Terry and Fatima would
become efficient by prioritizing situations based on the scale of risk.

Res Satisfactory ☐ Not Satisfactory ☐

ult
Tamara tells Fatima that if, after the debriefing, she is still feeling very distressed about
Q4 the incident then she might like a referral for some professional counselling. What
referral suggestions could Tamara make, and what benefit would be gained from this?

Ans She can take the the following actions in this regards:
wer ● Refer a doctor if any emotional harm has been caused to her
 ● Refer a medical practitioner for providing psychological and emotional support
to Fatima

Res Satisfactory ☐ Not Satisfactory ☐

ult
Terry feels like he would benefit from another debriefing session. Tamara suggests that
he uses the organisation’s employee assistance program (EAP) and also suggests he can
Q5
speak to another staff member who has had a similar experience. What can these two
support options offer Terry?

Online or face to face counselling is provided by EAPs for the wellbeing of employees
Ans and for resolving their conflicts. These support options can offer Terry a:
wer 1. Clinical referral
2. Referral to a trauma specialist

Res Satisfactory ☐ Not Satisfactory ☐

ult
How would the questioning in a debriefing be different if the situation had resulted in
Q6
trauma for Fatima?

Tamara can have more information about Fatima's Trauma by adopting following
questioning techniques:
Ans ● Following up questions
wer ● Clarification questions
Because we cannot get information in this regard by asking either open ended
questions or closed questions.

Res Satisfactory ☐ Not Satisfactory ☐

ult
 If Fatima did not want to work with Terry after the incident, what dispute resolution
Q7
process should be employed by Tamara to handle the dispute?
For resolving this dispute, Tamara should take following steps:
1. Held a meeting of Terry and Fatima with the Supervisor
2. If the supervisor cannot resolve their issue, Tamara should take the matter to
senior management
Ans 3. If the matter remains unresolved the senior officer at the entity should be
wer addressed the matter
4. If the matter cannot be resolved within the entity, then it is referred to Fair
Work Commission, by Tamara

Res Satisfactory ☐ Not Satisfactory ☐

ult
4 Section 4 - Scenario 4
Monika is a youth support worker who has been providing support to Bill for two years.
Bill has recently entered the community after having been in detention for robbery.
Recently, Bill’s behaviour has changed and there was an incident where he made a
verbal threat towards Monika, telling her he wanted to hurt her.
Monika tells her supervisor, Adam, about the incident and recent change in Bill’s
behaviour and the effect it has on her. He arranges for a debriefing session with Monika
because she sounds upset and says it is making her stressed about coming to work and
meeting with Bill.
Required Evidence
Q1 What are two benefits of Adam reviewing the outcome of the debriefing?

These benefits are listed as follows:

Ans
● Understanding the incident that has been faced by the Monika
wer
● To review that whether desired outcomes can be obtained by debriefing or not

Res Satisfactory ☐ Not Satisfactory ☐

ult
What guidelines will Adam’s organisation’s policies and procedures provide in relation
Q2
to record-keeping following a debriefing?
 The responsibility of keeping important records related to health and safety incidents at
the workplace have been specified in "The Work Health and Safety Act, 2011". Henvid
Ans
person responsible by law should provide records related to all notifiable incidents in
wer
this regard. Assistance in this regard is also available by the WHS regulator organization.

Res Satisfactory ☐ Not Satisfactory ☐

ult
When debriefing Monika about the critical incident involving Bill, what records should
Q3
be completed and kept by the organisation?

The guidelines regarding keeping records in this regard are available in organisation
Ans
policies and procedures that are made in accordance with health and safety legislations
wer
are adopted in entities to comply with provisions of law. So records mentioned in legal
acts and company policies must be kept by the responsible person.
Res Satisfactory ☐ Not Satisfactory ☐
ult
S=Satisfactory NS=Not Satisfactory

Assessor Name Karen

Assessor Signature

Student Name Rubina Gurung

Student Signature Rubina Gurung