Provide responses on the questions required about the debriefing section you conducted.

CHC52015 Diploma of Community Services Specialising in Case Management Case Management Part II: Working with Peer Case Workers V2.4 Produced 07 January 2020 Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources Version control & document history Date Summary of modifications made Version 13 February 2017 Version 1 final produced following assessment validation. v1.0 27 February 2017 Version updated with the following amendments: Added response fields for Knowledge Assessments: WQ28 Wording of Case Study 1 scenario and task instructions Additional wording to Case Study 2 and 3 – Assessor’s Checklists v1.1 28 April 2017 Version updated with additional Case Study 4 relevant to case management supervision; Updated ‘Resources Required for Assessment’; Removed ‘Feedback’ section at the end of document. v2.0 5 November 2018 Added ‘Agenda for the Debriefing Session’ in Workbook Checklist under Case Study 3 v2.1 27 November 2018 Changed instructions in page 76 and 77 for clarity. v2.2 11 July 2019 Updated the Case Management Policies and Procedures in Case Study 4, Part B v2.3 07 January 2020 Edited links to templates, forms, and documents in all case studies. v2.4 Table of Contents This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work. Introduction 5 What is competency based assessment 5 The basic principles of assessing nationally recognised training 6 The Dimensions of Competency 7 Reasonable Adjustment 8 The Units of Competency 10 Context for Assessment 11 Assessment Requirements 11 Assessment Methods 12 Resources Required for Assessment 14 Assessment Workbook Cover sheet 15 Knowledge Assessments 16 Part 1: Lead and manage team effectiveness 16 Part 2: Manage meetings 19 Part 3: Provide case management supervision 29 Part 4: Debriefing and support processes 37 Case Studies 51 Instructions to Candidate 51 Case Study 1: Hope for Refugee Children 52 Task 1: Preparing for the meeting 54 Task 2: Conducting the meeting 58 Roleplay Task 1: Meeting brief 59 Roleplay Task 2: Chairing the meeting 60 Roleplay Task 2 – Part 1: The Program 61 Roleplay Task 2 – Part 2: Team Performance Plan 62 Roleplay Task 2 – Part 3: Documentation 63 Task 3: Following up on the meeting 65 Task 4: Policies and Procedures 68 Case Study 2: Fitspire 69 Task 1: Monitoring stress and emotional wellbeing 70 Roleplay Task: Informal Team Meetings 72 Case Study 3: Debriefing Session 74 Task 1: Prepare for the Debriefing 75 Roleplay Task: Conduct the Debriefing 77 Task 2: Follow-up 81 Case Study 4: ReachOut Services, Inc. 82 A. Natalie and Madvi 83 B. Tyler and John 91 C. Caseworker Training 96 D. Self-Evaluation 99 Workbook Checklist 103 Introduction The questions in this workbook are divided into two categories: Knowledge Assessment and Case Studies. The questions under Knowledge Assessments are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Case Studies assessment. You must answer all questions using your own words. However, you may reference your learner guide and other relevant resources and learning materials to complete this assessment. Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. If this is not the case, then answer the questions based on processes that should be implemented in your workplace. What is competency based assessment The features of a competency based assessment system are: • It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards. • Assessment should mirror the environment the learner will encounter in the workplace. • Assessment criteria should be clearly stated to the learner at the beginning of the learning process. • Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time. • In competency assessment a learner receives one of only two outcomes – competent or not yet competent. • The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace. • The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis. Definition of competency Assessment in this context can be defined as: • The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners. The basic principles of assessing nationally recognised training Developing and conducting assessment, in an Australian vocational education and training context, is founded on a number of basic conventions: The principles of assessment • Assessment must be valid ? Assessment must include the full range of skills and knowledge needed to demonstrate competency. ? Assessment must include the combination of knowledge and skills with their practical application. ? Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts. • Assessment must be reliable • Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner. • Assessors must be trained in national competency standards for assessors to ensure reliability. • Assessment must be flexible • Assessment, where possible, must cover both the on and off-the-job components of training within a course. • Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired. • Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies. • • Assessment must be mutually developed and agreed upon between assessor and the assessed. • Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge. (Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 – 1.12) The rules of evidence (from Training in Australia by M Tovey, D Lawlor) When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current; • Valid • Evidence gathered should meet the requirements of the unit of competency. This evidence should match, or at least reflect, the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes. • Sufficient ? This rule relates to the amount of evidence gathered. It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency. • Authentic • When evidence is gathered, the assessor must be satisfied that evidence is the learner’s own work. • Current • This relates to the recency of the evidence and whether the evidence relates to current abilities. The Dimensions of Competency The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are: • Task skills • Task management skills • Contingency management skills • Job or role environment skills Reasonable Adjustment Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment. Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that learners with a disability have: • the same learning opportunities as learners without a disability • the same opportunity to perform and complete assessments as those without a disability. Reasonable adjustment applied to participation in teaching, learning and assessment activities can include: • customising resources and assessment activities within the training package or accredited course • modifying the presentation medium • learner support • use of assistive / adaptive technologies • making information accessible both prior to enrolment and during the course • monitoring the adjustments to ensure learner needs continue to be met. Assistive / Adaptive Technologies Assistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers. IMPORTANT NOTE Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements. The Units of Competency The units of competency specify the standards of performance required in the workplace. This assessment addresses the following unit of competency from CHC52015 Diploma of Community Services specialising in Case Management: BSBWOR502 Lead and manage team effectiveness 1. Establish team performance plan 2. Develop and facilitate team cohesion 3. Facilitate teamwork 4. Liaise with stakeholders BSBADM502 Manage meetings 1. Prepare for meetings 2. Conduct meetings 3. Follow up meetings CHCCSM006 Provide case management supervision 1. Develop and promote practice standards 2. Support and lead colleagues in case management practice 3. Provide practice advice on complex cases 4. Reflect and improve on own supervision provision CHCMGT005 Facilitate workplace debriefing and support processes 1. Monitor welfare of colleagues 2. Conduct structured debriefings following an incident For complete copies of the above units of competency: Download them from the TGA website: www.training.gov.au Context for Assessment To complete the assessments in this workbook, candidates need to have access to their learning materials and the internet. The written questions and project may be completed wholly at the student’s home or chosen place of study. Assessment Requirements The assessment requirements specify the evidence and required conditions for assessment. Each unit of competency can be unbundled to reveal three key assessment components: 1. Performance Evidence • describes the subtasks that make up the element of the unit 2. Knowledge Evidence • describes the knowledge that must be applied in understanding the tasks described in the elements 3. Assessment Condition • describes the environment and conditions that assessments must be conducted under The associated assessment method in this kit covers all of these components as detailed in the matrix to follow: Units of Competency Assessment Activities BSBWOR502 BSBAM502 CHCCSM006 CHCMGT005 Knowledge Assessment ? ? ? ? Case Studies ? ? ? ? Assessment Methods There are seven (7) Assessment Workbooks for the course. Six (6) of which are Theory Workbooks and one (1) is the Skills Workbook. This is Workbook 5. Theory Workbooks The Theory Workbooks use the following assessment methods: 1. Knowledge Assessment – A set of generic and workplace questions testing the student’s general knowledge and understanding of the general theory behind the unit. 2. Case Studies – Detailed scenarios and simulated environments providing all necessary information required to complete relevant tasks and activities The theory workbooks in this course are as follow: Workbook 1 – Legal and Ethical Compliance Workbook 2 – Society and Diversity Workbook 3 – Personal and Professional Development Workbook 4 – Case Management Part I: Working with Clients Workbook 5 – Case Management Part II: Working with Peer Case Workers Workbook 6 – Program Development Skills Workbook The Skills Workbook contains the practical assessment which covers all units of competency of CHC52015 Diploma of Community Services Specialising in Case Management. These practical assessment activities will be completed during the course of your Vocational Placement. You should not commence with the Skills Workbook until you have completed the six (6) theory workbooks and have received feedback from your assessor. The assessment method used in the Skills Workbook includes: 1. Practical Assessment – a set of tasks or activities completed according to set instructions and guidelines to meet the requirements of the relevant units. These tasks and activities require you to have access to a workplace. The skills workbook in this course is: • Workbook 7 – Skills Workbook Resources Required for Assessment Assessor to provide: • Information about work activities, as necessary Candidate will need access to: • Computer with internet access and a working web browser • Installed Software: MS Word, Adobe Acrobat Reader, MS PowerPoint • Access to email • Four (4) volunteers who will role play in the Case Studies* ? Candidate will require their working email addresses for the simulated scenario ? At least one (1) volunteer will be assigned as minute-taker ? At least two (2) will participate in a simulated debriefing process ? At least two (2) volunteers for case management supervision tasks ? At least (2) other volunteers for case management supervision tasks, to act as senior colleagues Where possible, these two (2) can be your real co-workers, or workers from the vocational placement centre. • Video recording device (e.g. mobile phone, handheld video cam, etc.) • Audio recording device (e.g. mobile phone, sound recorder from computers, etc.) • Venue where the roleplay scenario for meetings and simulated debriefing can be conducted • Pen and paper (for the case studies, optional) • Office supplies and equipment which are used in workplace environment • Access to legislation, practice standards, codes of conduct and codes of ethics relevant to community services *The volunteers who will be roleplaying as the minute-taker and the participants in a simulated debriefing can also be the same volunteers for the succeeding tasks. Assessment Workbook Cover sheet WORKBOOK: WORKBOOK 5 TITLE: Case Management Part II: Working with Peer Case Workers FIRST AND SURNAME: PHONE: EMAIL: Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided. By submitting this work, I declare that: • I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time. • I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook. • I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process. • This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment. • I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes. Name : Signature: Date: Knowledge Assessments Part 1: Lead and manage team effectiveness 1. How can group dynamics support team performance? Give two (2) reasons and explain each. a. b. 2. How can group dynamics hinder team performance? Give two (2) reasons and explain each. a. b. 3. List and briefly explain, three (3) strategies that a team leader can implement that would support cohesion, participation and performance among team members. Guidance: Each response must be no more than 100 words. a. b. c. 4. Explain three (3) strategies that can be used to gain consensus in a team meeting. a. b. c. 5. Identify and explain three (3) strategies that may be used to resolve a conflict between members of a team. a. b. c. Part 2: Manage meetings 6. Briefly describe each of the following meeting terminologies. a. Agenda b. Chairperson c. Minutes d. Motion e. Resolution f. Quorum 7. Identify two (2) types of meetings that are conducted in organisations then briefly describe the structure of each using your words. Guidance: Each response must be no more than 100 words. Meeting Description a. b. 8. Outline the eight (8) steps to follow when arranging meetings in the workplace. a. b. c. d. e. f. g. h. 9. Outline three (3) responsibilities of the chairperson before the meeting. a. b. c. 10. Outline three (3) responsibilities of the chairperson during the meeting. a. b. c. 11. Briefly describe each of the following options for conducting meetings. Guidance: Each response must be no more than 80 words. a. Face-to-face meeting b. Teleconferencing c. Web conferencing/video conferencing 12. Refer to the Meeting Arrangements Policy of Operation Hope. Answer the questions in line with the requirements included in the organisation’s policies and procedures using your own words. a. Describe the requirements for distributing the notice of the meeting and the agenda. b. How is the meeting venue booked? c. Who can chair the meeting? Guidance: Describe how the appointment of chair is done in general meetings and team meetings. d. Explain the tasks of the Chair during proposal of motions and resolutions. 13. Identify and differentiate the three (3) formats of meeting minutes. Guidance: Each response must be no more than 100 words. a. b. c. 14. List five (5) items typically included in the format of a meeting agenda. a. b. c. d. e. 15. Explain how the following may impact group dynamics during a meeting. Guidance: Each response must be no more than 100 words. a. Personalities b. Roles assumption c. Coalitions d. Leadership Part 3: Provide case management supervision 16. Briefly discuss how the following legal and ethical considerations are applied in the area of case management. Think about both the service organisation and individual practice. Guidance: Each response must be no more than 100 words and must be relevant to the case management supervision. You may refer to the codes and legislation which apply to your State/Territory. Legal and Ethical Considerations Application a. Duty of care b. Mandatory reporting c. Privacy, confidentiality and disclosure Guidance: Include the exceptions d. Complaints e. Codes of practice f. Codes of ethics 17. In your own words, describe how each of the following supervision practices are applied in community services. Guidance: Each response must be no more than 100 words. Supervision Practice Description a. Group supervision b. Peer supervision c. Self-supervision 18. The following are some practice models of supervision in community services. Briefly describe each. Guidance: Each response must be no more than 100 words. Practice Model Description a. Narrative supervision b. Person-centred supervision c. Strengths-based approaches 19. How can a worker’s value and belief system impact on the supervision practice in the workplace? Guidance: Each response must be no more than 150 words. 20. Refer to the Australian Association of Social Workers’ Code of Ethics. Using your own words, list three (3) culturally competent practices that caseworkers must comply with when working with clients. Guidance: At least one (1) response must be relevant to working with Aboriginal and/or Torres Strait Islander people. Each response must be no more than 100 words. a. b. c. 21. Explain how the following culturally specific workers can be accessed to assist in providing effective services to clients Guidance: Each response must be no more than 100 words. You may refer to the policies and procedures from your organisation if currently employed, or from services existing in your State/Territory. State/Territory: Workers How to access a. Aboriginal/Indigenous community worker b. Cultural support workers c. Interpreters and translators 22. What are the responsibilities of case managers and supervisors, and community workers to minimise or eliminate risk involving their clients? List three (3) for each column below. Case Managers and Supervisors Community Workers a. b. c. a. b. c. 23. Identify three (3) responses that community service workers can provide for clients who are at risk (e.g. domestic violence, child abuse, homelessness, etc.) a. b. c. Part 4: Debriefing and support processes 24. List the five (5) steps which must be included in a dispute resolution policy in community services then briefly explain each using your own words. Guidance: Each response must be no more than 100 words. Steps Explanation a. b. c. d. e. 25. List three (3) policies related to the dispute resolution for community service workers and volunteers. a. b. c. 26. Identify three (3) best practice interventions that a trained debriefer must do in a debriefing session. Guidance: Each response must be no more than 80 words. a. b. c. 27. List the stages in Roberts’ seven-stage crisis intervention model in order. a. b. c. d. e. f. g. 28. In your own words, explain each of the stages in Gibb’s cycle of structured debriefing. Guidance: Each response must be no more than 100 words and relevant to the role of case workers, and listed in the order of stages. Provide examples where necessary to support your response. a. b. c. d. e. f. 29. Caseworkers experience issues in their line of work that can cause them excessive stress or burnout. List two (2) physical, behavioural and emotional indicators of these experiences. Physical indicators a. b. Behavioural indicators a. b. Emotional indicators a. b. 30. Explain the impact of each of the issues experienced by case workers below and two (2) possible organisational responses when they experience these. Guidance: Each response must be no more than 100 words. Issues Impact to case workers How to respond a. Excessive stress b. Burnout c. Grief and loss d. Violent or threatening behaviour 31. List three (3) strategies that case workers can utilise to manage their own work-related stress. a. b. c. 32. List two (2) internal and two (2) external referral sources for worker debriefing. Internal External a. b. a. b. 33. Answer the following questions about employee assistance programs (EAP). a. What is an employee assistance program (EAP)? Guidance: Your response must be no more than 100 words. b. List three (3) examples of EAPs available in your state/territory. State/Territory: a. b. c. 34. Identify three (3) factors that need to be considered before a debriefing can be conducted. Explain each factor using your own words. Guidance: Each response must be no more than 100 words. a. b. c. 35. Identify three (3) professional skills required from a person who will facilitate the debriefing process. a. b. c. 36. Refer to this scenario: One of the community workers in your organisation arrives at the workplace looking anxious and distressed. This worker’s dad who has been hospitalised for a month, has passed away. List three (3) best practice strategies you should consider when responding to this peer worker. a. b. c. 37. Refer to the Australian Community Workers’ Code of Ethics. Review the responsibilities of the worker then answer the questions following each scenario below. Guidance: Briefly explain the part of the code which will support your answers. a. A client who is experiencing depression has expressed to the caseworker the circumstances that brought about their condition. The client asks the caseworker if they could be given a hug so they could feel better. What must the caseworker do? b. You found out that one of your male colleagues has been inviting your female teenage client to dinners and weekends for some time now. The client does not seem hesitant with the invitation and does not feel anything wrong with the gesture as they see each other after work hours. What should you do? Case Studies Instructions to Candidate This assessment supports the industry requirements of the following units of competency in the community services setting: • BSBWOR502 – Lead and manage team effectiveness • BSBADM502 – Manage meetings • CHCCSM006 – Provide case management supervision • CHCMGT005 – Facilitate workplace debriefing and support processes These case studies are hypothetical situations which will not require you to have access to a workplace, however, you will require access to equipment and resources that can be found in a workplace setting such as computers and record-keeping materials. Your past and present workplace experiences may also help with the responses you provide in each assessment task. You will be expected to encounter similar situations to these in the future as you work in community services setting. In real life, case managers will be required to lead and supervise teams, and participate in debriefing and support processes for caseworkers in their respective organisations. This assessment will allow you to demonstrate your abilities in managing people in the team in different situations. For this part of the assessment, you need access to the following: • Three (3) volunteers to roleplay as your team members Guidance: Three members are required for the first case study scenario, and two for the second and third case studies. Volunteers may vary for each scenario but there must always be a ‘team’ present when you complete each set of case study. • Video recording device • Simulated venue for holding the meetings and debriefing session Case Study 1: Hope for Refugee Children Operation Hope is a service organisation delivering to various community care and social services programs in partnership with other service providers and stakeholders. One of the organisations, who often works with Operation Hope, has requested Operation Hope to develop and implement a program for refugee children. These children, along with their families, arrived in Australia some months ago to escape the conflict-stricken Syria. You are working as a case manager for Operation Hope and your supervisor, Leia Fisher, assigns you to take lead in the development of this new program. You will be supervising and working with other caseworkers who have previously worked with people from culturally and linguistically diverse backgrounds and those who have worked with children’s cases. Your new team includes: • Finn McClelland, a caseworker who has extensively worked in communities • Jameela Nazari, a female caseworker who has an Arabic background • Sonya Pavlovna, a caseworker who handles children’s cases • Pierre Thomas, a regular youth volunteer To open the project and welcome the team, your supervisor has asked you to conduct a formal meeting and discuss at least one (1) program that the team will develop and implement with the target group. You must also create a performance plan in the meeting that will be used by the members of the team to ensure the successful delivery of the program. Specifically, your supervisor has requested that you also discuss the following in your meeting: a. Team purpose b. Roles, responsibilities and accountabilities of each team member c. Team performance plan d. Possible issues, concerns and problems that may affect work performance e. Processes to resolve performance issues For this assessment, you will require the participation of three (3) volunteers who will roleplay as your team members in the meeting. Guidance: Pierre Thomas will not be part of the roleplay in this meeting. In addition, your volunteers are required to: • Receive and sign off documents relevant to the meeting. • Take the minutes for the meeting. Guidance: Only one volunteer is required to do this. • Participate in the meeting including: planning, decision-making and other aspects of the meeting. To guide you in setting up and conducting the meeting, refer to the Meeting Arrangements Policy at Operation Hope. Further guidance will be provided in the succeeding tasks. Guidance: Ensure that you have briefed your volunteers about the roleplay activity, their roles, and responsibilities relevant to the assessment activity prior to starting. For the purpose of this assessment, the meeting must be set on the 10th of April 20xx, 9:00-10:30 AM at Boardroom A. Task 1: Preparing for the meeting 1. Develop the meeting agenda — refer to the requirements as discussed by your supervisor. Use the template from this link: Operation Hope Agenda. Save the completed agenda using the filename: CHC52015-Subject 5-Agenda [Candidate’s Last Name, First Name] You will use this in the succeeding tasks of this case study. 2. Book and confirm the venue for the meeting in this link: Room Booking Schedule You may refer to this Room Booking Schedule Guide for the availability of rooms. For this assessment, you must receive a notification in your email with the details of your booking as a confirmation. Take a screenshot of this notification and post it in the space provided. Post the screenshot here: 3. Send a meeting invitation to your meeting participants through email. Your invitation must include: • Time and location of the meeting • Agenda you prepared in Task 1 – Step 1, as an attachment Send this invitation to the following: • Actual email addresses of your roleplay volunteers Guidance: Must be three (3) email addresses, one for each of your roleplay volunteer • Pierre Thomas: pierrethomas@compliantlearningresources.com.au 4. When you have sent the email invite with the attached agenda, take a screenshot of the email with the date when it was sent. Post it in the space provided. IMPORTANT! For this assessment, you must send the notice and the agenda seven (7) days prior to the date of the meeting which you will be recording with the volunteers, as required in Operation Hope’s Meeting Policy and Procedures. Post the screenshot here: Task 2: Conducting the meeting 1. For a meeting to be effective, it is important to establish protocols before the meeting commences. In the space below, write an email to your team members about five (5) protocols which should be implemented in the meeting you will conduct. Your responses must specifically include rules on the following: • Time • Gadgets and electronics • Listening and speaking (i.e. presenting motions and resolutions) • Taking minutes Guidance: The protocols you will include here must be implemented during the meeting. There is no need to send an actual email to the participants but you must brief your participants about these protocols prior to the meeting to be recorded. To: Finn McClelland ; Jameela Nazari ; Sonya Pavlovna ; Pierre Thomas Subject: Message: Roleplay Task 1: Meeting brief The minutes of a meeting is a documented account of the meeting proceedings and must be filed and distributed to relevant staff according to organisational policy. As the case manager and the person chairing the meeting, you need to assign a minute-taker from among your team. For this assessment, you will require the following: • One of your volunteers who can be minute-taker Guidance: They will be referred to as their character from the simulated scenario. • Copy of the meeting minutes template • A video recording device 1. Assign the minute-taker from your three (3) volunteers. Record a 3 to 5 minute video as you brief the minute-taker about the tasks that they need to accomplish during the meeting: • Record the date, time and venue (as per requirement) • Identify the attendees and apologies of the meeting • Take note of discussions, motions, and resolutions discussed • Provide a draft of the meeting minutes using the organisation’s template at the end of the meeting. Guidance: The draft can be handwritten by the minute-taker as long as it follows the sections in the template and accurately documents the proceedings. The appointed minute-taker must be present in the meeting that you will conduct. 2. Save the video using the filename: CHC52015-Subject 5-MinutesBrief [Last name, First Name] and submit it to your Assessor. Roleplay Task 2: Chairing the meeting This part of the assessment will require you to conduct and chair the meeting based from the agenda you have sent in Task 1. You will require the participation of your three (3) volunteers who will roleplay as your team members: Finn McClelland, Jameela Nazari and Sonya Pavlovna. The youth volunteer, Pierre Thomas, has informed you two (2) days earlier that he will not be attending the meeting because of a personal task. Guidance: The assigned minute-taker must be present in the meeting. You will also require the following for the meeting: • Video recording device • Pen and paper (for participants and minute-taker, as necessary) • Copy of the agenda for each participant • Meeting minutes template IMPORTANT: This assessment requires you to record a video of the actual meeting which you will facilitate. Before you start the meeting and its recording, ensure that you have briefed the participants on the following: • their roles in the meeting including what will be discussed • the minute-taker and their tasks • the protocols of the meeting which you listed in Task 2 Guidance: Your Assessor will observe from your video submission if these have been implemented. The entire meeting must be 90 minutes long. Only an excess time of 10 minutes will be allowed and must be documented in the meeting minutes accurately as excess time/overtime. Any video submission longer than what is required will be marked as not satisfactory. In this meeting, you must be able to discuss ALL the items included in your agenda. Ensure that you follow the duration provided to avoid overtime. This roleplay assessment is broken down into a series of tasks which will require documentation of the discussion and outcome in the video recorded meeting. Unless specified in the Task instructions, all discussions must be documented in the meeting minutes template. The draft minutes used by the minute-taker will be submitted as part of this assessment. To successfully complete each part of the meeting, you must review each task that follows before commencing the meeting. Roleplay Task 2 – Part 1: The Program 1. Facilitate the meeting. Ensure to open the meeting as appropriate, including a roll call of attendees and apologies. Then briefly clarify the businesses to be discussed as included in the agenda. 2. Discuss the program that your team will be developing and implementing for the local community, considering the target clients. Guidance: Provide only a brief overview of the program. 3. Discuss the team purpose in relation with the program. This must be in line with the goals, plans and objectives of the organisation. Refer to this document: Operation Hope Goals, Objectives and Plans 4. These must be documented in the meeting minutes under “Planned new business”. Roleplay Task 2 – Part 2: Team Performance Plan 1. Develop a performance plan for the team which will be used when the planned program is to be implemented. Use this template: Operation Hope Performance Plan The team must be able to develop: • three (3) general goals of the team relevant to program to be implemented • one (1) strategy each to achieve each goal • two (2) responsibilities of each team member assigned for each goal (all members must have assignments including those not present) • one (1) expected outcome of their performance • timeframe for each goal to be completed • three (3) key performance indicators (KPIs) for the team Guidance: KPIs must be relevant only to the program being developed • three (3) support strategies you can provide the team as their team leader to achieve the goals 2. Incorporate in the performance plan, the following details, assuming that these have been provided by stakeholders during your initial meeting with your supervisor. • The initial implementation of the program must be set to 30 days. • A needs assessment must be conducted as relevant to the program. • The team may collaborate with the local community council when requiring resources available within the community. 3. Discuss at least two (2) issues that can affect the team’s achievement of the goals they have set and at least one (1) strategy to resolve each issue. 4. The discussion of the performance plan must be documented in the meeting minutes and the performance plan template must be completed. 5. Save the completed Performance Plan template using the filename: CHC52015-Subject 5-PerformancePlan [Last name, First name] 6. Submit it to your Assessor at the end of the meeting. Roleplay Task 2 – Part 3: Documentation 1. Ensure that you have discussed all the parts of your agenda before the meeting adjourns. Summarise the key points of the meeting. 2. When done, you must submit the following: • Video recording of the meeting Save using the filename: CHC52015-Subject 5-FormalMeeting [Last name, First name] Guidance: The recorded date of the video will be checked by your Assessor. It must be not less than seven (7) business days from the date when you sent the agenda, e.g. if the agenda was sent in 5 March 20xx, the meeting must have been recorded at 14 March 20xx onwards. • Draft meeting minutes signed off by the minute-taker Save using the filename: CHC52015-Subject 5-DraftMinutes [Last name, First name] Guidance: If the minutes were handwritten, submit a scanned copy of the draft. It must be in line with the templates for the formal meeting minutes. • Performance Plan template (from Roleplay Task 2 – Part 2) Save using the filename: CHC52015-Subject 5-PerformancePlan [Last name, First name] • A timestamp reference for the video recording Save using the filename: CHC52015-Subject 5-VideoGuide [Last name, First name] Guidance: There is no required format for this submission. This guide will be used by your Assessor to easily find the parts of your video submission. You may use your agenda as guide, e.g. Team performance plan (0:40 – 1:00). ASSESSOR’S CHECKLIST For Assessor’s use only Tick YES on every item where the candidate is SATISFACTORY as per video submission. Criteria: YES NO 1. The candidate opened, facilitated and adjourned the meeting as required. ? ? 2. The protocols established by the candidate have been implemented during the meeting. ? ? 3. The meeting provided opportunity for participation from all team members. ? ? 4. Participants were included in the decision-making process of the meeting. ? ? 5. Issues were discussed during the meeting. ? ? 6. The candidate managed to drive the focus on the topics of the meeting. ? ? 7. The meeting started and ended on time. ? ? 8. Each agenda item was discussed according to set duration. ? ? Other comments: Task 3: Following up on the meeting 1. Conduct a follow-up on the meeting you facilitated. For this assessment, you need to finalise, store and distribute the documents required for the meeting as required by the organisation’s policy. 2. Refer to the draft meeting minutes completed during the meeting. Check the document for accuracy of its content based from the meeting conducted. Finalise the document using the organisation’s template for formal meeting minutes. Ensure that these are free from errors and any formatting issues. Save the final version of the meeting minutes using the filename: CHC52015-Subject 5-FinalMinutes [Last name, First name] Submit this to your Assessor. Guidance: Ensure that you keep track of this file as you will need this for the tasks later. 3. Send a copy of final meeting minutes and the completed and final version of the Performance Plan to the attendees of the meeting. In your email, provide a summary of the outcome of the meeting and inform them that there will be a follow-up meeting after seven (7) days. Guidance: The follow-up meeting date must be after 10 April 20xx. Ensure that the documents will be distributed to ALL team members in line with the organisation’s meeting policy. For this procedure, you require the email addresses of your participants. 4. Take and post a screenshot of the email notice you have sent. Specifically, it must contain the following: • Date when you sent the documents (in line with the organisation’s policy for team meetings) • Documents attached • ALL recipients of the email (including Pierre Thomas) • Summary of the outcomes of the meeting Post the screenshot here: 5. Collate the documentation of the meeting in a file folder in your computer using an appropriate filename (use the required filenames from the previous tasks): • Agenda • Final meeting minutes • Final performance plan Guidance: For security and privacy purposes, the organisation does not recommend cloud storage for storing these documents. 6. Take and post a screenshot of the file folder and its content on the space provided. Post the screenshot here: Task 4: Policies and Procedures The program you have developed has been approved by the supervisor and the stakeholders. To ensure that the plan will be successful, you are required to develop policies and procedures that: • Ensure team members take responsibility for their own work • Ensure that issues, concerns and problems identified by team members are recognised and addressed 1. Refer to Performance Plan completed in Task 3. You have identified there the roles and responsibilities of your team members. Write a short policy that will ensure that each member of the team are taking responsibility for their own work. Limit your scope to the assessment and review process for the employees’ performance. 2. Include processes on how issues, concerns, and problems identified by team members will be addressed. 3. Use the policy template for your responses. 4. Save the document using the filename: CHC52015-Subject 5-Policies [Last name, First name] and submit it to your Assessor. Case Study 2: Fitspire After the successful delivery of your program for refugee children, your team is assigned to a remote community occupied by Aboriginal peoples. Operation Hope has been working with indigenous and multicultural communities for some time now and most of the programs focussed on improving the lifestyle of community members have been widely participated in. Your team is working in a program called Fitspire, a fitness program that aims to improve the overall health of Aboriginal adults through regular physical exercise and health education. Based on the assessment conducted in the community, the mortality rate of the Aboriginal adults has increased for the past two years. This is caused by cardiovascular problems, obesity and excessive smoking. The program is set to be completed by 12 weeks and a community follow-up to be conducted once a month at the end of the 12-week program. Fitspire is now in its fifth week in the assigned community and based from the reports submitted by the team members, some of the goals set within this timeframe were not yet met. Due to the success of the previous program, the team members felt pressured by this outcome. Read the reports about Sonya and Finn’s wellbeing after their latest health check. You are aware that this would highly affect the team performance and the expected outcome of the program. Your task is to monitor the stress and emotional wellbeing of Sonya and Finn and provide support to address these issues. Guidance: Before commencing with the assessment, ensure that you brief your volunteers about their roles. Explain with them the scenario and situations concerning Sonya and Finn’s health and wellbeing. Task 1: Monitoring stress and emotional wellbeing 1. Download the Workplace Stress Checklist completed by Sonya and Finn. Review the responses they provided and identify two (2) areas where the employees have identified as reasons for workplace stress. Guidance to the survey score: For items 1-7, count the responses with scores of ‘1’ and ‘2’. For items 8-9, count the responses with scores of ‘3’ and ‘4’. The items with the scores will show the reasons for employee stress at work. 2. Refer to the organisation’s WHS policies and procedures on workplace stress to guide you in what further actions must be taken in relation to the reports about Sonya and Finn’s wellbeing. Answer the following questions: 1. What are the two (2) prevalent workplace stress issues according to the reports from Sonya and Finn? a. b. 2. Based on the issues identified, list two (2) support strategies provided by the organisation that can be implemented for the employees experiencing workplace stress. a. b. Roleplay Task: Informal Team Meetings You need: • Two (2) volunteers who will roleplay as Sonya and Finn Guidance: They will be referred to as Sonya and Finn in this assessment. • A video recording device 1. Facilitate an informal team meeting with Sonya and Finn to discuss about their stress and emotional wellbeing which you reviewed from the reports. In your discussion, identify three (3) strategies which your team can integrate into work practice to minimise recurrence of work-related stress. Guidance: The meeting must be done separately in accordance with the organisation’s policy. 2. Ensure to provide feedback to each of your team members to encourage, value and reward their efforts and contributions in the team. 3. Each meeting must: a. Be recorded in a video no more than 10-minutes long Save the video using the following filenames: • Sonya: CHC52015-Subject 5-MeetingSonya [Last name, First name] • Finn: CHC52015-Subject 5-MeetingFinn [Last name, First name] b. Have documented meeting minutes at the end of each session. Use this template: Operation Hope Meeting Minutes (informal) Save the meeting minutes using the following filenames: • Sonya: CHC52015-Subject 5-MinutesSonya [Last name, First name] • Finn: CHC52015-Subject 5-MinutesFinn [Last name, First name] Submit these. ASSESSOR’S CHECKLIST For Assessor’s use only Tick YES on every item where the candidate is SATISFACTORY as per video submission. Criteria: YES NO 1. The candidate followed the conventions of an informal meeting. ? ? 2. The candidate provided feedback that is encouraging, valuing and rewarding. ? ? 3. Candidate supported the team in identifying work performance problems. ? ? 4. Reflective and ethical strategies have been developed to improve work practice. ? ? 5. The candidate provided ssupport and practice advice to team members. ? ? Other comments: Case Study 3: Debriefing Session A team of caseworkers has been assigned by Operation Hope to a drug and alcohol rehabilitation centre. They were specifically assigned to a group of recovering drug users. The members of the recovery group have not yet gone through any therapy or counselling programs. Two caseworkers, Karl Summers and Eve Carlton, have submitted reports to HR about their experiences in the centre, particularly with a client named Wayne. Refer to the following Critical Incident Report Forms completed by Karl and Eve on three consecutive instances: • Report on 06/02/20xx • Report on 08/02/20xx • Report on 13/02/20xx filed by Karl • Report on 13/02/20xx filed by Eve After the last incident, Eve and Karl were reluctant to return to the centre. Eve said she felt scared and restless, thinking that if they go back, the client could do worse. Karl meanwhile doesn’t want to go back either. He said that Wayne has no chance of recovering. Karl started to become irritated with loud noises and would often become angry when someone keeps asking him questions. Your supervisor Leia Fisher asked you to facilitate a structured debriefing with the two caseworkers so they could be back on their work as usual. Refer to the organisation’s policy on critical incident debriefing: Operation Hope WHS Policies and Procedures. Guidance: Before commencing with the assessment, ensure that you have read all the incident reports attached and brief your volunteers about their roles. Explain with them the scenario in relation to the incidents experienced by Eve and Karl. Task 1: Prepare for the Debriefing 1. Ensure that you have reviewed all the incident reports completed by Karl and Eve. In the space provided, write an email to Karl and Eve to advise them of the debriefing session. Include the date, time and venue of the debriefing and a short description of why they must attend. Guidance: It must be conducted according to the timeline required by Operation Hope’s policy and procedures on Critical Incident Debriefing (CID). You may refer to this Room Booking Schedule to select the venue of the session. Ensure that you follow the organisation’s policy about conducting debriefing. Guidance: For the purpose of this assessment, the debriefing session must have a maximum time of 30 minutes. There is no need to send an actual email. To: karl.s@operationhope.com.au; eve.c@operationhope.com.au Cc: leia.f@operationhope.com.au Subject: Message: 2. List at least three (3) ground rules that you will be establishing during the debriefing session. Guidance: These must be included in the debriefing session you will be recording. a. b. c. Roleplay Task: Conduct the Debriefing You need: • Two (2) volunteers who will roleplay as Karl and Eve Guidance: They will be referred to as Karl and Eve in this assessment. • A video recording device • Staff debrief template 1. Prepare the simulated venue of the debriefing you will conduct. Ensure that the place will allow you to establish a safe environment as you conduct the session. 2. Ensure that the volunteers who are roleplaying Karl and Eve are briefed about the incident to help them get through with the task. 3. Fill out the first part of the Staff Debrief Template which includes the following: • Date of debriefing • Time • Venue • Name of debriefer • Name of participants • Location of incident 4. List the agenda for the debriefing session. Identify also at least two (2) debriefing techniques that you will use for the participants to assist them in exploring their emotions and experiences to reflect better on the issues involving the incident. Your agenda must include the following: • How the session will start (ensure that the ground rules will be discussed) • How the incident will be discussed • Debriefing techniques to be incorporated in the session Guidance: Discuss how this will be done in the actual session. • Planned outcomes after the session (you may refer to the Staff Debriefing Template for guidance) 5. Conduct the debriefing session and record it in the video. The session must: • Be no more than 30 minutes long • Be able to provide information asked for in the template ? It must: ? Include reflective and ethical practice strategies for future situation occurrence ? Use appropriate questioning to encourage discussion of concerns ? Provide support, practice advice and direction to staff involved in line with the policies and procedures of the organisation and professional standards ? Provide advice to staff involve about the legislative provisions relevant to case management including worker and organisation responsibilities Guidance: This information will be completed in a separate observer form. • Discuss all topics included in the agenda • Utilise the debriefing techniques specified in the agenda 6. Save the video using the filename: CHC52015-Subject 5-Debriefing [Last name, First name] and submit to your Assessor upon completion of this workbook. 7. Complete the Staff Debrief Template. Save it using the filename: CHC52015-Subject 5-StaffDebrief [Last name, First name] and submit to your Assessor upon completion of this workbook. The template must be signed by the volunteers at the end of the session. 8. Complete the Assessor/Observer’s Checklist included in this workbook which will be used as basis of your assessment. 9. At the end of the session, you must be able to identify which staff needs additional support. Guidance: You must keep this response for the next task. ASSESSOR/OBSERVER’S CHECKLIST To the Assessor: Tick YES on every item where the candidate is SATISFACTORY as per video submission. To the Candidate: Provide responses on the questions required about the debriefing section you conducted. Criteria: YES NO 1. List two (2) reflective practice strategies developed with workers. a. b. ? ? 2. List two (2) ethical practice strategies developed with workers. a. b. ? ? 3. List two (2) support, practice advice and direction provided to staff.. a. b. ? ? 4. List two (2) legislative provisions relevant to case management which you advised the staff. Briefly describe each. a. b. ? ? For Assessor only: YES NO 5. The debriefing was conducted in a safe environment. ? ? 6. The debriefing facilitated open discussion. ? ? 7. The candidate used two (2) debriefing techniques during the session. (e.g. pair and share, metaphoric methods, action and reflection, etc.) ? ? 8. The candidate used appropriate questioning techniques to encourage discussion of concerns. (e.g. open and close questions, funnel questions, probing or trigger questions, etc.) ? ? 9. The debriefing was conducted according to the structure provided. ? ? Other comments: Task 2: Follow-up 1. After the debriefing, during which you have assessed that Karl and Eve require additional support, you will follow-up with your supervisor. Write an email to your supervisor to report about the outcome of the debriefing. Advise them of your assessment about the person requiring additional support and explain why that support is needed. Specify what type of support must be provided for them. Guidance: There is no need to send an actual email. To: leia.f@operationhope.com.au Subject: Message: Case Study 4: ReachOut Services, Inc. You are Sam Bruntwell, a case manager at ReachOut Services, Inc., and your supervisor James Glasgow assigned to you the supervision of two (2) new caseworkers in the organisation. The caseworkers are assigned to different clients whom they will be working with. • Natalie Collins is assigned to Madvi • Tyler Johnstone is assigned to John Takai You will need access to: • Two (2) volunteers who will roleplay as Natalie and Tyler • A video recording device This Case Study section is divided into two sets, one for supervising Natalie, and another for supervising Tyler. Note: Read through each set of scenario and task to guide you in completing this assessment. For the purpose of this assessment, ReachOut Services, Inc. is located in your state/territory. A. Natalie and Madvi THE CLIENT – SCENARIO 1 Madvi, 15-years-old is from an Indian family who migrated to Australia five years ago. Their family lives in a local community where most migrant Indians also reside. Madvi’s father, Dinesh, is a trader, but times have gone hard, and the family is starting to experience financial challenges. Dinesh has five other children who are still young, and he is the sole provider for the family. Madvi and her second sibling attend school, two others have stopped, and the two younger siblings are still toddlers. One of the men working with Dinesh told him that if Dinesh lets him marry his daughter Madvi, he would have one mouth less to feed. The offer seems agreeable to Dinesh, and he tells the family about it. As a typical teenage girl who has been exposed to mainstream Australian culture, Madvi expresses her disagreement with her father’s plan. Dinesh is angered by his daughter’s response and starts to slap and smack her as punishment. Dinesh thinks that his daughter will change her mind; he tells her again in the week that follows to get married to support her family. Madvi still disagrees, both of her parents beat her and do not allow her to leave the house or even go to school. The teenage girl overhears her parents talk that they have no choice but to ask the man to take Madvi from their home so they could still be married. Madvi is afraid of her parents and calls her friend’s mum, Carol Ford, whom she likes talking with in school. Madvi asks Carol if she could stay in her house. A week later, Carol Ford phones ReachOut Services, Inc., to ask what can be done about Madvi’s situation. Task 1 1. Send instructions to Natalie via email to assist her in collecting initial information about Madvi. Consider the following: • Madvi had previously called Kids Helpline because she feels that her parents never listen to her. • Madvi’s has been visited once by a Child Safety officer over a neighbour’s report that Dinesh beats his children when angry. • Madvi likes to talk with her friend’s mum, Carol but never tells her about her father until she runs away. 2. In your email, inform Natalie that an assessment of the client will be conducted and she must collect initial information to assist them. Your email must specifically contain the following: • Organisations and/or key people that she needs to contact to gather information • Contact information about the organisation/key people to be contacted • At least three (3) types of information that she must collect about the client relevant to the case, in line with the consultation with the key organisations/people 3. Write your email in the template provided. Refer to the case management plan attached to the next task if you require contact details from other person/s or organisations. Guidance: There is no need to send an actual email. Refer to the case management plan attached to the next task if you require contact details from other person/s or organisations. For other contact details required, refer to the services existing in your State/Territory. To: natalie.collins@reachout.com.au Subject: Message: SCENARIO 2 Natalie facilitates the case planning meeting with Madvi and Carol. Madvi’s parents were invited via phone call, but they did not want to come. You were unable to attend as well because of other business. Natalie submits to you the following case plan. After reviewing the case plan, you noticed that the order of goals listed might cause an issue with the client’s family and the potential foster carer. You call Natalie and discuss with her what should be done about the action plans. Roleplay Task 1 You need access to: • A volunteer to roleplay as Natalie • A video recording device Steps to take: 1. Roleplay a supervision meeting with Natalie. Ask Natalie about the case planning meeting she facilitated. Consider the following which Natalie tells you: ? During the meeting, Madvi clarifies that she doesn’t hate her parents; she only feels sad that they always try to ‘get what they want.’ ? Madvi is scared of her father when he is angry. When the Child Safety officer visited their house, she and her siblings told them that all is well in their home. ? Carol is willing to talk the situation with Madvi’s parents 2. Discuss with Natalie your analysis and assessment of the case plan submitted. Your discussion must include the implication of implementing this plan they have initially developed. 3. Advise her on how the case plan can be improved based on your analysis, such as how the order of priorities need to be set for this client. 4. Recommend one opportunity which can be added to Madvi’s case plan, which includes: • At least one (1) agreed on goal for the opportunity recommended • An action plan to achieve the goal, including the person responsible and the expected outcome 5. Inform Natalie that another case conference must be conducted to inform Madvi and Carol of the changes to be implemented in the case plan. 6. In addition, tell her to arrange a meeting with Madvi’s parents to let them know of the ongoing case with their child. Advise her to contact a multicultural support worker to assist her in communicating with the Madvi’s parents. Provide Natalie with the contact details of one (1) organisation she needs to contact to learn about the cultural protocols relevant to Madvi’s culture. 7. Record the discussion in a video, no more than 7 minutes long. Save the video using the following filename: CHC52015-Subject5-Natalie [Last name, First name] SCENARIO 3 A new case meeting is held with Carol and Madvi. The case plan is modified as follows: CMP-Madvi 2 A month later, you call Natalie to report to you on the client’s case. Natalie informs you of the following: • Natalie met and discussed with Madvi’s parents about the situation of their daughter. • They were informed about the goals indicated in Madvi’s case plan. • The parents were upset about their daughter being placed in foster care, but they agreed to take the parenting and counselling sessions. • Madvi was sent back to her parents after two weeks, as her parents seem to have improved during the sessions. • Dinesh is still waiting for calls on his employment; this made him frustrated. • During a surprise visit to Madvi and her family, Natalie learned that Madvi and her siblings are not allowed by their father to go out of the house anymore. • Dinesh rethinks about the offer to have his daughter’s marriage arranged. • Natalie suspects that Dinesh is physically abusing the children again, including his wife. You realise that the case is getting more complex and a case transfer is required —You identify that it would be best to have the children placed under child protection. You also want Natalie to make a mandatory report about this suspected abuse. Roleplay Task 2 You need access to: • A volunteer to roleplay as Natalie • A video recording device Steps to take: 1. Roleplay a second supervision meeting with Natalie. Discuss with Natalie the current progress of Madvi’s case plan as specified above. 2. Advise her on changes that must be added to the client’s case plan, including mandatory reporting. Inform her of your plan to escalate the issue to your supervisor James Glasgow. 3. Record the discussion in a video, no more than 5 minutes long. Save the video using the following filename: CHC52015-Subject5-Natalie2 [Last name, First name] Task 2 1. In the template provided, write an email to your supervisor James Glasgow and inform him of the current issues concerning your client. Include in your email the recommendations that you have regarding this case as discussed with the caseworker Natalie. Seek also advice on what can be best done about this case. Guidance: There is no need to send an actual email. To: james.glasgow@reachout.com.au Subject: Message: B. Tyler and John THE CLIENT – SCENARIO 1 John Takai is a 21-year-old man in Australia, from a Japanese descent. John has been excessively using cannabis since he was 17. He was brought by his sister Jaime to ReachOut Services, Inc. because she wants her brother to be drug-free and find employment. John dropped out of high school when he was 17, and started using cannabis. He explains that his excessive use is for medication because he often feels upset, and experiences nightmares. An initial case plan has been developed for John and his case worker, Tyler Johnstone has been transferred under your supervision. Read John’s case plan. Task 1 1. In the template provided, write an email to Tyler and instruct him to contact Young and Free Centre, a private rehab centre for young adults and juveniles who are into alcohol and drug abuse. He must consult with them about the cost and type of program that may be provided for the client. As such, you must provide Tyler with the contact details of the rehab centre. Guidance: Nominate a contact information for Young and Free Centre, including the key person whom the caseworker needs to contact. 2. Inform Tyler that you will be reporting the information he gets to John and Jaime in a meeting next week. Also, he needs to coordinate with a Japanese interpreter as John and Jaime are having difficulty expressing themselves in English. Provide Tyler instructions on how to do this. Guidance: There is no need to send an actual email. To: tyler.johnstone@reachout.com.au Subject: Message: SCENARIO 2 Tyler reports during the meeting that he had touched base with the Young and Free Centre. The Centre had provided Tyler with information including the possible program for John which would cost about $25,000. You inform John and Jamie that this rehab centre is considered as one of the best rehabilitation centres in your area given the high number of success rates. Since the client, John, is yet to be employed, the referral person from Young and Free recommends that John take an in-patient program to help in his quick recovery. This program could last for two to three weeks depending on John’s response to the treatment. Jamie refuses to approve the rehab service for John because she finds it expensive. John supports his sister’s decision as he feels scared and doesn’t want to be placed in a facility for a long time. The Takai’s did not provide any comments or suggestions for the other Actions in John’s case management plan. You inform Jamie and John that the case plan will be changed — John will attend therapy sessions three times every week to prepare him for employment. Task 2 You need access to: • An audio recording device 1. Simulate a recorded conversation with Tyler. Inform him of the changes to be made in John’s case plan. Provide him with instructions on how the changes must be done in accordance with the organisation’s policy and procedures. 2. Refer to the policy and procedures by clicking the hyperlink. 3. Your recording must be no more than 3 minutes long. 4. Save the audio recording using the following filename: CHC52015-Subject5-Tyler [Last name, First name] SCENARIO 3 John attends therapy sessions with Charlie Dahl, a counsellor from Bayhealth Medical Centre. His therapy sessions will last for six to eight weeks, depending on John’s progression. In his second week, John tells Tyler that he is feeling better now and that he is trying his best not to think of using cannabis, or any kind of illegal drugs. On his fourth week, John is confident that he is getting over his drug addiction and begins writing about his future plans in his journal. He wants to get a job as soon as possible, to repay his sister’s kindness. He also writes about wanting to teach young kids in their village how to play footy as he’s interested in the sport as a young boy. John seeks Tyler’s help on how this could be done. Roleplay Task 1 You need access to: • A volunteer to roleplay as Tyler • A video recording device 1. Roleplay a supervision meeting with Tyler. Discuss with Tyler the current progress of John’s case plan as specified above. 2. Advise him on the changes that must be added to the client’s case plan. Recommend two (2) action plans leading to the achievement of John’s new goals. 3. Advise Tyler that these must be added in a revised case plan for John, in accordance with the policy and procedures of the organisation. 4. Record the discussion in a video, no more than 5 minutes long. Save the video using the following filename: CHC52015-Subject5-Tyler2 [Last name, First name] SCENARIO 4 John visits ReachOut Services, Inc. and looks for Tyler. He asks you if Tyler has informed you of his plan to teach footy to kids. You tell him that you have met with Tyler a week earlier to discuss this new plan, and sent a copy to John. John tells you that Tyler is not answering his calls nor responding to his queries. John feels upset and thinks that he did something wrong, which is why the case worker doesn’t want to talk with him. You discuss this issue with Tyler, and he commits to meeting John in the following week. Tyler stops coming to work on the week that followed. Natalie, your other supervisee tells you that Tyler doesn’t want to work anymore because he thinks that you are a demanding supervisor and he feels stressed. You decide to contact John and tell him of the situation and suggests that he will be transferred to another caseworker. John tells you that he does not want to continue with the treatment anymore. Task 3 You need access to: • An audio recording device 1. Simulate a recorded conversation with your supervisor James Glasgow. Inform him of the following: • Two (2) current issues affecting the client • Two (2) issues relating to the caseworker 2. Seek advice and feedback from James on what actions can be done about these issues, specifically in terms of your supervision skills. 3. Your recording must be no more than 3 minutes long. 4. Save the audio recording and submit to your assessor using the following filename: CHC52015-Subject5-James [Last name, First name]. C. Caseworker Training James Glasgow, your supervisor assigns you to conduct training with volunteers and a new set of caseworkers who will be working at ReachOut Services, Inc. Task 1 1. Create a PowerPoint presentation that you will use to conduct training in the workplace. Your presentation must contain the following points: • Two (2) pieces of legislation that they must consider when working in case management Guidance: You may refer to legislation applying in your state/territory. You may also refer to legislation relating to the Case Study 4 A and B, e.g. legislation relating to when working with children. • One (1) current best practice relevant to each legislation specified, e.g. storing client records safely in line with the Privacy Act • Two (2) standards of practice that must be applied in the line of work, i.e. codes of conduct, codes of ethics that case workers must consider • Brief discussion on the updates of the Mental Health Act, specifically on: ? The use of mechanical restraints on mental health clients Guidance: For the purpose of this assessment, you will refer to the Mental Health Act (QLD) amendments using this link: Mental Health Act Comparison 2000 – 2016 • Brief discussion on the latest update of the ReachOut Services, Inc.’s Record Keeping policy and procedures. • Outline of procedures on how caseworkers can access and consult with: ? Other caseworkers (specify at least two types of workers) ? Culturally specific workers Guidance: Develop procedures on how to access and consult the other workers and culturally specific workers. • Organisation processes when collecting information from stakeholders to contribute to continuous improvement. You may refer to this Stakeholder Engagement document. 2. Save your presentation using the following filename: CHC52015-Subject5-Training [Last name, First name] and submit to your assessor. Task 2 You need access to: • Two (2) volunteers to whom you will present the training material 1. Present the training material you have created to two (2) volunteers who will be roleplaying as the new caseworkers in your organisation. 2. Have them complete and sign the Training Checklist provided after your presentation. 3. Scan each completed checklist and submit to your assessor using the following filename: ? CHC52015-Subject5-Checklist1 [Last name, First name] ? CHC52015-Subject5-Checklist2 [Last name, First name] D. Self-Evaluation This task requires you to evaluate your performance in terms of the supervision you provided your peers. For this assessment, you will require the assistance of the two (2) volunteers who roleplayed as Natalie and Tyler. You also require two (2) other volunteers to take the role of your senior colleagues. Guidance: Where possible, these two (2) other volunteers can be your real co-workers, or workers from the vocational placement centre. Task 1 1. Provide each of your volunteers a copy of the Supervisor Evaluation Form. 2. Ask them to provide feedback on your supervision skills which you demonstrated during the following roleplay activities: • Case Study 4A – Scenario 3 Roleplay Task 2 (Natalie) • Case Study 4B – Scenario 3 Roleplay Task 1 (Tyler) Guidance: Each volunteer must provide feedback based on the roles they took part in. 3. For the two (2) other volunteers, have each of them watch your roleplay videos specified above. Ask them to provide you feedback based on your supervision skills as they have observed. Guidance: Assign each volunteer one (1) video to observe. 4. Submit the completed feedback forms to your assessor using the following filenames: • CHC52015-Subject5-Feedback1 [Last name, First name] • CHC52015-Subject5-Feedback2 [Last name, First name] • CHC52015-Subject5-Feedback3 [Last name, First name] • CHC52015-Subject5-Feedback4 [Last name, First name] Guidance: Two (2) of the forms must be signed as Tyler and Natalie. Task 2 1. Refer to the feedback forms you received from your co-workers (volunteers). 2. Evaluate your own supervision based from these feedbacks by providing comments under each criteria in the Self-Evaluation Checklist provided. 3. Identify at two (2) areas of improvement in your own skills as demonstrated, and based on the feedback you received. 4. Identify at two (2) opportunities for the development of your supervision skills as case manager. Self-Evaluation Form To the Candidate: Assess your supervision skills according to your performance of the following criteria during the case management supervision tasks. Provide your responses under each criterion listed below. As Case Manager, you: 1. Provides direction to be able to accomplish tasks 2. Demonstrates knowledge of the work role 3. Demonstrates professional skills required to perform the role 4. Creates a supportive work environment 5. Provides advise and recommendations as necessary 6. Defines tasks and expectations clearly 7. Demonstrates problem-solving skills 8. Ensures that the objectives of the case plan are met 9. Demonstrates positive and professional communication skills 10. Evaluates team members effectively to enhance work outcomes Two (2) Areas of Improvement: Two (2) Opportunities for Development: Workbook Checklist When you have completed assessing the assessment workbook, review the candidate’s assessment against the checklist below: The candidate has completed all the assessments in the workbook: Written Questions Case Studies The candidate has submitted/completed all of the following evidences: This completed workbook Case Study 1 Meeting Agenda Screenshot of Email Notification for Room Booking Schedule Screenshot of Email Notice Sent to Meeting Participants Simulated Email to Participants (Protocols) Video Recording of Brief with Minute-Taker Draft of the Meeting Minutes Finalised Formal Meeting Minutes Team Performance Plan Video Recording of the Formal Meeting Timestamp Reference for the Video Recording Screenshot of Follow-up Email Notice Sent to Meeting Participants Screenshot of File Folder for Meeting Documents Policy Template Case Study 2 Video Recordings of the Informal Meetings (2) Meeting Minutes of the Informal Meetings (2) Case Study 3 Simulated Email to Inform of Debriefing Video Recording of the Debriefing Session Staff Debrief Template Simulated Follow-up Email to Supervisor Agenda for the Debriefing Session Case Study 4A Simulated Email to Natalie Video Recording of Case Plan Update 1 Video Recording of Case Plan Update 2 Simulated Email to Supervisor Case Study 4B Simulated Email to Tyler Audio Recording of Case Plan Update 1 Video Recording of Case Plan Update 2 Audio Recording of Simulated Discussion with Supervisor Case Study 4C and D PowerPoint Presentation for Caseworker Training Training Checklists Completed by Volunteers Supervisor Evaluation Form Completed by Volunteers Self-evaluation Form IMPORTANT REMINDER Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster. To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.

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