CHCCOM005 Communicate and work in health or community services

CHC33015 Certificate III in Individual Support (Ageing)
Advance College

ASSESSMENT OVERVIEW

This Student Assessment Booklet includes all your tasks for assessment of the unit CHCCOM005 Communicate and work in health and community services.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete 5 assessment tasks. You are required to complete all tasks to demonstrate competency in these units.

Assessment Task

About this task

Assessment Task 1: Written questions

You must correctly answer all questions to show that you understand the knowledge required of this unit.

Assessment Task 2: Role plays

You are to demonstrate, in role play scenarios, your ability to communicate in a community services environment with colleagues and clients.

Assessment Task 3: Workplace observations

You will be observed by your assessor over a number of occasions. You will be required to demonstrate your ability to communicate with different people in the workplace setting, and complete workplace documentation.

Assessment Task 4: Workplace journal and portfolio

You are required to complete the journal template provided and also submit evidence of workplace correspondence and documentation you have completed.

Assessment Task 5: Supervisor report

Your workplace supervisor is to complete a report to confirm your ability to demonstrate a range of skills and knowledge required of this unit.

QUESTION 1

  1. In the following table briefly describe each of the legal and ethical considerations and their importance in the health and community services area. In your answer to each, make sure you refer to the role of communication.

Legal and ethical matter

Brief description

Importance in health and community services

Mandatory reporting

Page

Legal and ethical matter

Brief description

Importance in health and community services

Translation

Work role boundaries

Page

Legal and ethical matter

Brief description

Importance in health and community services

Privacy/confidentiality

Page

  1. It is important that community services workers avoid using discriminatory language when communicating with clients, colleagues and others in the sector. List three examples of how a person may discriminate against others in the way they are communicating with them.

1.

2.

3.

QUESTION 2

  1. Provide a definition of each type of communication and three examples of how a person may use the communication type in the work setting.

Type of communication: Non-verbal communication

Definition

Examples (3):

Type of communication: Verbal communication

Definition

Examples (3):

Type of communication: Written communication

Definition

Examples (3):

Type of communication: Visual communication

Definition

Examples (3):

  1. Explain the difference between motivational interviewing and a coercive approach.
  1. Explain the difference between collaborative and confrontation.

QUESTION 4

Joan would like Mr Fisher to use a walking frame instead of his walking stick as he is getting unsteady on his feet. To do this she would like to use a motivational approach rather than a coercive approach.

In a paragraph, explain what Joan could say to Mr Fisher to motivate him to use the walking frame.

QUESTION 5

Mr Fisher’s daughter, Matilda charges up to Joan. ‘’Why isn’t my father being looked after properly? You let him fall over – he could have been badly injured. I’ve a good mind to take him out of this facility!’

How could Matilda have used a more collaborative approach? How would this have been an advantage to her father?

QUESTION 6

  1. When working with a diverse range of people, we are bound to come across situations where we need to consider our communication approach. Use the table below to describe how you would respond to each situation.

Communication situation

Response

Your client is Italian and speaks hardly any English. You do not speak Italian and are not able to understand what she is saying.

Communication situation

Response

Your client is an Aboriginal woman. She does not want you to shower her as you are male. You are the only person available at the current time to do showers.

Your client is a devout catholic. She often talks to you about God and asks you about your religious beliefs. You are an atheist.

Your client is a mother who has just found out that her daughter is a drug addict. She is inconsolable – crying uncontrollably and blaming herself for her daughter’s addiction.

Communication situation

Response

Your client is blind. You need to explain a procedure to her.

Your client is dying from cancer. She is in a lot of pain and is not expected to live more than a few days.

Your client is 100 years old. You are 20. They constantly reminisce about how good things were in the old days and how young people nowadays are all no good.

  1. Explain how each of the following factors influence communication. In your response, you should refer to both verbal and non-verbal communication.

Age

Verbal communication

Non-verbal communication

Culture

Verbal communication

Non-verbal communication

Disability

Verbal communication

Non-verbal communication

Emotional state

Verbal communication

Non-verbal communication

Health

Verbal communication

Non-verbal communication

Religion

Verbal communication

Non-verbal communication

QUESTION 7

You are a female support worker and you are visiting Giuseppe, a 70-year-old client. Today he is looking very uncomfortable. You notice that he is fidgety and keeps getting up to use the toilet. He must have gone 10 times so far. When you ask him if he is okay, he says, ‘Yes I’m fine’ and changes the subject.

(Giuseppe goes to the doctor the next day – he has an enlarged prostate and was not able to urinate properly.)

  1. a) Why do you think that Giuseppe said he was ‘fine’ when he clearly wasn’t?

A friend, Elisabetta, comes to visit Giuseppe. She comes to you after the visit and says ‘What’s wrong with Giuseppe? Does he have prostate cancer? What treatment is he having?’

  1. How should you answer Giuseppe’s friend?

As you leave the house, Elisabetta goes back to Giuseppe and you hear her saying, ‘Giuseppe, is everything all right? What did that carer do to you? Do I need to call their boss and make a complaint? You should have someone else look after you. I can do it.’

You hear Giuseppe telling her to stop worrying, everything is fine. Elisabetta keeps talking loudly at him.

  1. After hearing this exchange you know that there is potential for problems. Why should you be concerned, and what should you do?

QUESTION 8

Choose a health and/or community services service that you are interested in.

  1. Explain the function/purpose and structure of this service.
  1. Explain how your chosen service interacts with at least two other services.
  1. Is this service funded? What is one major source of funding?
  1. Identify at least three different roles within your chosen service and explain their responsibilities.

1.

2.

3.

QUESTION 9

Describe two ways in which each of the following digital media can be used effectively in a health and community services environment.

Digital media

Two examples of use

Website

Digital media

Two examples of use

Email

Social media

Podcast and videos

Tablets and applications

Newsletters

Digital media

Two examples of use

Intranet

QUESTION 10

  1. Provide an example of person-centred service delivery.
  1. Provide an example of a multi-disciplinary team and how they work together in the best interests of their clients.
  1. List two support services that can be accessed by clients and explain the role of each service.

1.

2.

  1. Identify at least three different issues that may arise with multi-disciplinary work relationships or when working with people from different services.

1.

2.

3.

QUESTION 11

Provide a definition for each of the following terms.

Term

Definition

Case management

Assessment

Term

Definition

Adult disclosure

Guardianship

Informed consent

Person-centred approach

Term

Definition

Rights-based service delivery

QUESTION 12

Basil is in palliative care. He has cancer, which causes him to suffer high levels of pain. He has a multifunctional team looking after his care.

The following people are members of his team. Explain the role of each one:

Team member

Role of team member

Medical practitioner

Nurse

Personal care worker

Team member

Role of team member

Family

Physiotherapist

Priest

Social worker

Volunteers

QUESTION 13

  1. We all know that grammar is important when communicating in the written form. However, it is also important to ensure you are using grammar correctly in your verbal communication. Identify at least three reasons why grammar is so important to verbal communication.

1.

2.

  1. Identify two reasons why speaking too slow may be inappropriate.

1.

2.

  1. Identify two reasons why speaking too fast may be inappropriate.

1.

2.

QUESTION 14

Hamish is Scottish and has recently come to Australia. He is working with older people. He has a very broad Scottish accent, which his clients find very difficult to understand.

How should Hamish communicate in a way that helps his clients to understand him?

QUESTION 15

List the steps involved in ethical decision making.

QUESTION 16

Maryanne has a new elderly client who is Lebanese. Yasmine does not speak much English but can understand common words. Normally her daughter, Mia, is present to translate for Yasmine.

Mia is running late. Maryanne has a lot to do and decides to go ahead and explain to Yasmine what support she is going to be providing her today. Yasmine speaks in Lebanese to Maryanne and says Mia’s name. Maryanne becomes frustrated because she is short on time and cannot wait for Mia to arrive. She raises her voice and says to Yasmine, ‘Do you understand what I am saying?’

Yasmine finally nods but it is clear that she is upset and just agreeing to stop Maryanne from being so frustrated.

When Mia arrives she is annoyed – Yasmine tells her that Maryanne was annoyed with her so she just nodded even though she didn’t know what was going to happen.

  1. Explain how Maryanne’s conduct has led to a breach in informed consent. What do you think Maryanne should have done in this situation?
  1. Often workers may be required to give information to their clients to help them make decisions about services or activities that can help meet their individual needs. List three sources of information that you may need to provide to clients to help them make informed decisions.

1.

2.

3.

QUESTION 17

Maya is an Aboriginal lady from the Kimberley region. She lives in a small, remote community but has recently entered an aged care facility as she is seriously ill with cancer. She is not expected to live more than a few months. The closest aged care facility that could take her was four hour’s drive from her home. The facility has only one male Aboriginal worker, Benny. The rest of the personal care workers are all female non-Aboriginal people. Most of the residents at the facility are not Aboriginal.

Maya does not settle well into the facility. She does not eat the food unless it has been brought to her from her family. She likes to chat with Benny and tells him that he is the only one who understands how she feels about being so far away from home. She will not let Benny assist her with tasks such as dressing and bathing, however, as he is male. She often refuses to shower.

Other residents have complained that Maya is rude and often ignores them, and never looks them in the face. They also say she is dirty and they do not want to associate with her.

  1. What issues does Maya face regarding communication with staff?
  1. What issues does Maya face in communication with other residents?
  1. What assistance can Benny give to other staff to assist them to communicate with Maya?
  1. Is Maya being rude when she doesn’t look people in the face when talking to them? Explain your answer.

Benny explains the process that will happen when Maya is near death. Various members of her family will gather to be with her. On her death they will conduct a smoking ceremony to purify the room and remove bad spirits. The body will then be taken back to her homeland to be buried.

The health and safety officer says that he understands this is Maya’s custom, but the smoking ceremony cannot be undertaken in her room. This would set off the smoke detectors and other residents may complain about the smoke. He suggests they do the smoking ceremony when her body is back at home.

Benny rolls his eyes and walks out of the room in disgust.

  1. What are Maya’s rights to the smoking ceremony?
  1. List two things that Benny can do to support Maya to ensure that her rights are met.

1.

2.

  1. List three things that Benny and the health and safety officer should do to resolve their differences.

1.

2.

3.

  1. Assume that Benny and the health and safety officer are still in disagreement. The health and safety officer says that Benny is being rude and indignant, and Benny says the health and safety officer is being discriminatory in their decision making. What should happen next?

QUESTION 18

Jet works in a Home and Community Care environment. One of Jet’s clients is Neil, a 19-year-old boy. Neil lives at home with his mother, stepfather and his younger brother Brett, who is almost 10.

Jet has been caring for Neil since he was 15, when he sustained severe injuries during a car accident, and they have developed a good client–carer relationship.

Neil’s mother works long hours in the city and his stepfather Vic works from home. His office is in a room adjacent to the garage.

One day Neil is quite upset and Jet is struggling to communicate with him. Neil keeps looking towards the hallway where the internal garage door is located. Jet realises he wants to say something, but appears concerned about Vic’s presence.

Finally Neil is able to disclose that he is worried about Vic abusing Brett. When Jet asks why, Neil states that Brett has been withdrawn and quiet lately. Jet asks Neil why he thinks there would be abuse, as there may be many reasons why Brett is so quiet.

It takes Neil some time and some difficulty, but he admits that he was abused by Vic when he was around Brett’s age. He is worried it might be happening again, but Brett won’t talk to him.

  1. Does Jet have a duty of care to report this suspected abuse? What if Jet thinks that Neil is wrong about his assumptions?
  1. List five indicators that might suggest a child is at risk of harm.

1.

2.

3.

4.

5.

  1. Mandatory reporting requires the reporting of suspected abuse. List the types of abuse that a mandatory reporter would need to communicate to authorities.
  1. Imagine that Neil asked Jet to be the person who remains involved in the case while it is investigated. Jet knows this isn’t how things work. Write down what Jet should tell Neil in regards to his work role limitations in this situation.

Several days later Jet encounters Neil’s mother in the car park of his workplace. She abuses Jet loudly, telling him that he has destroyed their family by interfering, and how dare he believe such lies – Jet’s known Vic for years, he is not capable of such awful things! She tells Jet to ‘watch his back’, and hurries away.

Jet stands in the car park in shock. Several of his colleagues come up to him and give him support. He simply shakes his head, he can’t believe what just happened. She must have been waiting for him to finish his shift.

  1. Explain what Jet should do in this situation.

What do I need to hand in for this task?

Have I completed this?

Your answers to each question

o

ASSESSMENT TASK 2: ROLE PLAYS

TASK SUMMARY:

You are to demonstrate, in role play scenarios, your ability to communicate in a community services environment with colleagues and clients.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

  • Access to textbooks and other learning materials

WHEN DO I DO THIS TASK?

  • You will do this task in the classroom or your workplace (your assessor will advise).
  • Write in the date of the role plays as advised by your assessor: __

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor identifies that you have not demonstrated the required skills and knowledge, they will provide you with feedback on your performance and a chance to do the role play again.

Instructions to students:

Read the information below about Norni and Jim.

ROLE PLAY 1NORNI AND JIM

Norni and Jim talked frankly about ageing and death long before either of them reached old age. They both agreed that they did not want to be kept alive artificially and that they would like to refuse treatment when they no longer had a good quality of life.

When Jim entered residential aged care he specified his wish, which was recorded on his file. His wife had a medical power of attorney for him so that she could make decisions about his treatment if he was not able.

After a period of time his health worsened. He no longer knew his wife and suffered pain and discomfort. He suffered many chest infections.

After one particularly bad chest infection Norni spoke to Jim’s doctor and said that she no longer wanted his chest infections to be treated with antibiotics. The doctor knew Jim’s wishes and agreed that this was what he would have wanted.

His next chest infection was his last. He died peacefully and with dignity.

You are to participate in a role play with your assessor playing the role of Norni. You are to assume you were one of Jim’s care workers. Norni comes to your workplace to gather the rest of Jim’s belongings, and requests to see you. You go to Jim’s room, where she is packing up the last of his bits and pieces.

It has been three days since Jim passed away.

During the role play, your assessor will be looking to see that you can:

  • Show respect at all times in your communication with Norni
  • Clearly explain your work role boundaries and ethical requirements
  • Ensure Norni understands what you are telling her
  • Use appropriate verbal and non-verbal communication
  • Appreciate the constraints to communication involved in this situation and interact with Norni sensitively and respectfully
  • Use effective communication skills to defuse the situation and stop Norni from getting angry or even more upset
  • Ensure Norni understands why you can’t do what she wants you to do.

ROLE PLAY 2ELISABETTA

It is a week or so after you last saw Giuseppe (see Question 7 at Assessment Task 1) and you have returned to do some support activities for him.

As you leave Giuseppe’s home, his friend from last time appears at the front gate. She stands in your away and asks what’s going on, Giuseppe obviously hasn’t been well and he still hasn’t told her what’s wrong.

You are to participate in a role play with your assessor playing the role of Jim’s friend. Her name is Elisabetta. She is Giuseppe’s neighbour and from memory you believe her to be around 65 years old.

During the role play, your assessor will be looking to see that you can:

Show respect at all times in your communication with Elisabetta

Consider the impact of Elisabetta’s age in your interaction

Clearly explain the privacy and confidentiality requirements you must adhere to

Ensure Elisabetta understands what you are telling her

Use appropriate verbal and non-verbal communication

Appreciate the constraints to communication involved in this situation and interact with Elisabetta sensitively

Use effective communication skills to defuse the situation and calm Elisabetta down Ensure Elisabetta understands why you can’t do what she wants you to do.

ROLE PLAY 3ELANA

You have been asked by your supervisor, Ian, to clean out the storeroom – it is starting to become a workplace hazard and he wants it cleaned up before someone is hurt or something gets damaged.

Nothing has been sorted and there is stuff all over the floor.

Ian tells you that Elana will help you clean up – she’s just on a break at the moment and will be down to help you in about 5 minutes when her break ends. He wants you to have it done within two hours.

Elana hates doing these types of jobs, she’ll do anything she can to do as little work as possible, and is often argumentative and rude. Elana is an administrative officer.

You go to the storeroom and start cleaning up.

Elana finally arrives 20 minutes later, long past her break time. You ask her where she has been, because you have been waiting for her to help you lift something that needs two people.

She immediately gets snappy with you and you can tell she’s got an attitude.

Your assessor will play the part of Elana. You must ask her to start helping you, because Ian wants everything cleaned up immediately to avoid any risk of accident or injury.

Following the role play, you will need to answer a set of verbal questions.

During the role play, your assessor will be looking to see that you can:

  • Clearly explain to Elana what you want her to do (help you clean up, lift items, place items that you aren’t sure should be disposed of in a corner, and take rubbish down to the compactor)
  • Explain the timeframes of the job as given by Ian and negotiate with Elana to get the job done faster (you will need to think of ways in which you could work together to get the job done efficiently)
  • Show respect at all times in your communication with Elana, regardless of how she speaks to you
  • Use appropriate verbal and non-verbal communication to get Elana to understand what you want
  • Appreciate the constraints to communication involved in this situation and use effective communication skills to resolve the situation
  • Recognise the non-verbal cues being shown by Elana and adjust your communication as necessary.

ASSESSMENT TASK 3: WORKPLACE OBSERVATIONS

TASK SUMMARY:

You will be observed by your assessor over a number of occasions. You will be required to demonstrate your ability to communicate with different people in the workplace setting, and complete workplace documentation.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

  • Access to your workplace or work placement service
  • Access to clients, colleagues and their supervisor
  • Access to workplace documentation and systems.

WHEN DO I DO THIS TASK?

  • You will do this task during your assessor’s workplace visit. There may be more than one visit for this observation (see instructions below).
  • Write in the date of your assessor’s workplace visit/s for this assessment: _____________________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor identifies that you have not demonstrated the required skills and knowledge, they will provide you with feedback on your performance and a chance to do the role play again.

Instructions to students:

In this task you are required to be observed by your assessor communicating with a range of different people in your workplace. This includes clients, colleagues, your supervisor and other relevant members of management, as well as any external service providers you may deal with as part of your job role.

As part of the observations, you must be seen doing the following tasks:

  1. communicating with at least one client (you can also be observed with a group of clients if this coincides with one of your assessor’s visits)
  2. working with at least two colleagues in regards to workplace instructions/tasks and timeframes – this must include negotiating timeframes
  3. communicating with your supervisor (see instructions below about the topics to be discussed).

Prior to your observations, you will need to read the following workplace documents and take notes on things you would like to clarify or learn more about by talking to your supervisor (at step 3 above):

  • code of ethics, specifically the section about work role boundaries and limitations
  • privacy/confidentiality policy and procedure anti-discrimination policy and procedure.

It is possible that your assessor may observe your performance over one workplace visit, however they will more than likely observe you over a number of visits to ensure they can see you competent performing the requirements of this task.

The context of your workplace interactions will be quite broad and may include, for example:

  • working with client/s to provide care and support or during group discussions or activities
  • being involved in welcoming new clients to your service
  • attending workplace meetings
  • communicating with colleagues at end of shift/handover
  • assisting with enquiries or dealing with problems within your scope of responsibility.

Each interaction must be different.

The box below provides you details about what your assessor is expecting to see. It has been broken into areas to show with whom or how you must communicate/interact.

Client/group of clients

1. During the observation/s, your assessor is expecting to see that you can work with a client (or a group of clients) and:

use a range of verbal communication techniques that are appropriate to the situation

use a range of non-verbal communication techniques that are appropriate to the situation

use communication to show your respect and ensure understanding

discuss service information in a timely and clear manner, ensuring it is understood by your audience

ensure the information or messages you are giving them are clear and understood

listen to client needs and requests and make sure you understand is wanted

respond in a suitable way

discuss information in a way that ensures privacy and confidentiality remains intact (unless consent has otherwise been given)

use a range of effective strategies to deal with any misunderstandings or limitations in your communication.

Colleague/group of colleagues

2. During the observation/s, your assessor is expecting to see that you can collaborate with a colleague (or a group of colleagues if relevant) on two different occasions and:

receive job/task instructions

use active listening skills and questioning skills to ensure you understand the instructions you are being given

confirm/clarify the task at hand, the timeframes and any other information you may be unsure of

give your colleague confirmation that you understand and agree to the task and the timeframe provided

communicate using correct workplace and industry terminology

work in a professional manner with this person, respecting their authority and position within the workplace

use a range of effective strategies to deal with any misunderstandings or limitations in your communication

Your supervisor

3. During the observation/s, your assessor is expecting to see that you can discuss the documents listed above with your supervisor, asking them about the things you noted when you read them. You will need to show you can:

communicate using correct workplace and industry terminology

show respectful and professional communication with your supervisor, considering the lines of authority in your work relationship.

After this discussion, ask your supervisor for feedback about your current skills and knowledge, and seek areas for improvement (you will need to note this feedback at Assessment Task 4)

Discuss ways in which you could access opportunities to enhance the skills and knowledge that need improvement.

Workplace documentation

4. During the observation/s, your assessor will want to see that you can complete a minimum of two workplace documents (one must be an email, the other may be an electronic or handwritten document). You must show you can:

follow your service’s documentation standards and protocols, and legal and ethical requirements use correct workplace terminology

use clear, accurate and objective language

follow digital media procedures when writing or responding to email.

ASSESSMENT TASK 4: WORKPLACE JOURNAL AND PORTFOLIO

TASK SUMMARY:

You are required to complete the journal template provided and also submit evidence of workplace correspondence and documentation you have completed.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

  • Access to their workplace
  • Access to workplace systems
  • Access to colleagues, clients and their supervisor
  • Access to the range of documentation and correspondence required as part of their job role Workplace Journal template (provided below and in Word format).

WHEN DO I DO THIS TASK?

  • You will do this task in your own time.
  • Write in the due date as advised by your assessor: _______________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor identifies that you have not completed all parts of the journal in sufficient detail, have not provided sufficient documentation in your portfolio as evidence, or you have not obtained supervisor sign-off, they will talk to you about resubmission and/or seeking sign off from your supervisor. You will only have to redo the entries in the journal that are identified as having issues and gather the required documentation; however, you will need to resubmit the journal and their portfolio. Your assessor will provide you with a date for resubmission.

Instructions to students:

For this task you are required to demonstrate that you have communicated with a range of people in different situations. In this task, communication relates to verbal interactions and written documentation and correspondence, such as emails, memos, letters, notes, reports, client notes and so on.

A template has been provided for you to fill out, which includes questions and/or prompts to guide you in the responses that are required. You can write on the hard copy template provided or you can type out your responses if you feel you may not have enough space or want to write more (a Word file has been provided).

You will need to fill this out over a period of time to ensure you have enough relevant experiences to write about. Your assessor will give you a submission date that allows for this.

Read through each section of the template carefully – you may like to start by taking some notes about your experience so far, and then review your journal at the end of each day to see if you can add new details or finish off a current entry.

There is no word limit for each entry – ensure that you provide as much detail as possible so that your assessor is able to determine that you have met the requirements of the task.

Remember to respect the confidentiality of those you refer to (do not provide names or other personally identifiable information of people discussed in your journal).

To support some of your statements, you are required to provide copies of workplace documents you have completed or contributed to. The journal will indicate where you must provide evidence.

When gathering workplace documents, you will need to do the following;

  • ask your supervisor for permission to use the document in your portfolio
  • take a copy of the document (do not put the original in your portfolio!)
  • ensure privacy and confidentiality of anyone referred to in the documents by blocking out names, addresses and any other identifiable information
  • ask your supervisor to sign each document in your portfolio as confirmation this is your work and they are happy that you have maintained confidentiality of the information within.

WORKPLACE JOURNAL

Student name:

Reflecting on your experiences in the community services workplace, complete this Workplace Journal by answering the questions. Where evidence is required to be added to your portfolio, tick the box to indicate you have gathered the item and checked it with your supervisor. Once you have completed your report, ask your supervisor to confirm that your statements are true and accurate records of your work experience.

What types of service information have you had to provide your clients? Explain how you made sure it was easily understood.

How did you ensure you met your workplace’s confidentiality requirements when interacting with clients, their families, your colleagues and others?

Explain the lines of authority in the workplace. Submit a copy of the organisation chart. Highlight on it who you report to and who your supervisor reports to.

Evidence item approved by supervisor

Evidence item added to portfolio

¨

¨

What is your service’s expectations regarding written and verbal communication protocols with colleagues, supervisors, senior management and external service providers? Explain how you ensure you meet these expectations.

What potential constraints/difficulties with communication have you encountered that you have reported to your supervisor (or as per service procedures)? In your response, explain:

the potential communication issue encountered (that is, what were the signs that told you this could be a problem?) why you felt you needed to report it

what happened after it was reported.

Note that these are not actual communication issues, but situations that you felt could potentially get ‘out of hand’ or cause problems if they weren’t reported.

What actual constraints to communication have you encountered as part of your job? Identify at least one and explain:

what is was

how you addressed/fixed it by communicating effectively

any specific communication techniques and strategies you used.

Submit one email that you have written to your supervisor that shows you follow workplace communication protocols, use correct terminology, consider lines of authority, and ensure your messaging is clear.

Evidence item approved by supervisor

Evidence item added to portfolio

¨

¨

Submit one email that you have written to a colleague (or a group of colleagues) that shows you follow workplace communication protocols, use correct terminology, consider lines of authority, and ensure your messaging is clear.

Evidence item approved by supervisor

Evidence item added to portfolio

¨

¨

Explain your service’s procedures for using digital media. You must include reference to usage of email, the Internet and social media.

What ideas have you come up with that you have put forth as potential improvements to work practices or the work environment? This might have occurred during a meeting, during a discussion with your supervisor, as a result of a discussion with a client or their family, etc. Provide an example of at least one improvement.

When changes have been made to procedures and work practices, explain how you have helped to promote and role model a positive approach. If you have not been able to do this (for example, you are on placement and there have been no changes), explain the ways in which you would do so.

During your observations at Assessment Task 3, you discussed improvements that you could make to your work performance and professional development opportunities that may be suitable. Have you taken action on any of these areas that required improvement? If yes, explain what you have done. If no, explain what you are planning on doing and by when.

If you have evidence of any activities undertaken, please add it to your portfolio. This is not mandatory, however.

Evidence item added to portfolio (where applicable)

¨

Supervisor signature:

Date:

ASSESSMENT TASK 5: SUPERVISOR REPORT

TASK SUMMARY:

Your workplace supervisor is to complete a report to confirm your ability to demonstrate a range of skills and knowledge required of this unit.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

  • Access to your workplace
  • Access to clients
  • Access to workplace policies and procedures
  • Your supervisor
  • The Supervisor Report (see end of this task).

WHEN DO I DO THIS TASK?

  • You will need to give the report to your supervisor – they will confirm your performance. Write in the due date as advised by your assessor: _______________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your supervisor identifies that you did not complete any requirements in the report, your assessor will ask you to redo that requirement again.

INSTRUCTIONS:

  • Put your name on the Supervisor Report
  • Give a copy of the report to your workplace supervisor
  • It is your responsibility to get the completed report back from your supervisor and submit it for assessment.

INSTRUCTIONS TO THE SUPERVISOR

As part of the evidence of competency for this student, we are seeking reports from the student’s workplace supervisor. This forms part of the evidence for the unit CHCCOM005 Communicate and work in health and community services.

What is the purpose of this?

The purpose of this process is to gain confirmation from someone who has worked regularly with the student who can verify that the student performs their skills satisfactorily to workplace requirements on a regular basis.

How will the information I provide be used?

The assessor will use the information you provide in this report, combined with other assessment evidence provided by the student to make a final decision about competency.

How and when do I fill in the report?

You do not need to observe the student over a particular period of time or completing certain tasks. If you place a tick in the ‘Yes’ column in the report, you are confirming that you are comfortable with the student’s skills in the relevant area and that you have seen them work satisfactorily to workplace expectations.

Please also include comments and examples in the space provided wherever possible.

If you do not believe that the student demonstrates appropriate skills in the area listed, please place a tick in the ‘No’ column and provide reasons and comments about why you have said ‘No’.

If you are unsure or not able to comment on the student’s skills in a particular area, please place a tick in the ‘Not able to confirm’ column.

What should I do if I am unsure of the expectations?

Please contact the student’s assessor if you are unsure of any of the requirements of filling in this Supervisor Report. The student will have their direct contact details.

Who should fill in this report if I am unable to do so?

If you are not able to confirm the student’s skills in all of the following areas, please confirm the areas you can and ask another qualified person from the workplace to confirm skills in the other areas. They will also need to sign the report.

Did the student adhere to the service’s privacy and confidentiality requirements?

For example, this should be shown in both verbal and written communication practices; not discussing confidentiality information where non-authorised personnel may overhear; not sending information via email

(according to procedures); not disclosing information without client consent; etc.

Did the student communicate information with relevant people in a timely manner?

Area/ Skills to be confirmed

Yes

(ü)

No

(ü)

Not able to confirm (ü)

Provide examples or comments on student’s skills and performance in this area

For example, this may include passing on messages promptly; dealing with requests from the supervisor or other colleagues in timeframes required; dealing with external service provider or other organisations within timeframes required or given via procedures/interagency protocols; dealing with client requests or needs as soon as is practicable and as per the urgency of the need, etc.

Did the student listen carefully to those giving instructions, ask for clarification where required and negotiate timeframes?

For example, this should include using active listening skills; open questioning; clarifying and confirming statements, etc. Timeframes may need to be negotiated where instructions impact on current workload; where the student feels they may not be able to complete work on time; where they feel they may need more time (for example, they need to work with other services or agencies); or timeframes have not been clear or are conflicting with other information previously provided by someone else etc.

Did the student show they can correctly use industry terminology when communicating orally and also in written and digital form?

Written form may include client progress notes, reports, handwritten notes or memos, messages etc. Digital form may include emails, online forms and records, completing documents on the intranet, etc.

Did the student show they can communicate in a manner that shows their understanding of the service’s communication protocols and how to communicate as per lines of authority?

For example, the student is able to adapt communication style/modes according to whether they are communicating with a colleague, the supervisor, senior management, external service providers, medical professionals etc. Communication protocols may include code of ethics/conduct, workplace communication procedures, etc.

Did the student demonstrate the ability to identify and report issues that may be potentially difficult or complicated?

For example, the student should be able to recognise constraints to communication that could potentially lead to greater issues if not

Area/ Skills to be confirmed

Yes

(ü)

No

(ü)

Not able to confirm (ü)

Provide examples or comments on student’s skills and performance in this area

addressed by management. This may relate to conflicts of interest, conduct of colleagues, change in client behaviour or health, issues with external service providers, issues with the client’s family, etc.

Did the student demonstrate the ability to use effective communication skills to successfully deal with communication constraints? If the student has dealt with conflict situations, please indicate in the comments area how well they dealt with them.

The student should be able to adapt communication to suit the constraints. For example, the student may need to organise an interpreter or use visual imagery to support communication; the student may need to find information in the client’s preferred language if English is not their first language; the student may use a range of conflict resolution strategies to calm and defuse clients or colleagues, etc.

Did the student approach you for assistance when they encountered issues

of a legal or ethical nature that may impact the rights of clients, themselves, their colleagues or the service itself?

Issues may include potential conflicts of interest, concerns about overstepping boundaries (themselves or a client), difficulties with other colleagues, issues interpreting policies and procedures, concerns with clients (for example, potential abuse, health changes, lack of engagement with current services and support, etc), complaints, etc.

Did the student demonstrate the ability to complete service documentation and correspondence in line with relevant policies and procedures? This must include being objective, clear and accurate when reporting information.

For example, client observations should be made using factual, clear and accurate information. The student’s observations should be nonjudgmental, non-biased and not include their opinions. The student should follow system security when completing digital documentation, use pen when handwriting, and avoid statements that may be seen as inflammatory, insensitive etc.

Area/ Skills to be confirmed

Yes

(ü)

No

(ü)

Not able to confirm (ü)

Provide examples or comments on student’s skills and performance in this area

Did the student follow service policies and procedures when using digital media?

Use of digital media will vary according to role, but will include use of email and the service’s intranet or other computerised systems. The student should recognise what information can/cannot be sent via email (for example, some information may need to be communicated via traditional mail or fax), who needs to be copied in on emails, etc. Procedures may also relate to the type of information that needs to be recorded on computerised systems rather than in physical files, what electronic information needs to be archived, what can/cannot be deleted, etc. Digital media can also extend to social media use and use of the Internet.

Did the student demonstrate the ability to contribute to continuous improvement by suggesting changes to work practices?

Changes do not have to be significant, and can be as simple as suggesting ways to be more environmentally sustainable; ways to make the workplace more inviting for clients and staff; based on feedback from clients (such as improving information provided to clients); sharing things they have learned as part of their professional development, etc.

Did the student promote and role model a positive and responsive attitude to any changes in work practices, processes and/or procedures?

Promotion and role modelling may be aimed at colleagues as well as clients and their families, and other service providers.

Please provide any further comments or observations you have made about the student’s performance in relation to the skills required as above.

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