Assessment – chcleg001: work legally and ethically

Table of Contents 1

Assessment – CHCLEG001: Work legally and ethically 7

Activities 8

Activity 1C 12

Activity 1C checklist – for assessor 13

Activity 2B 18

Activity 2B checklist – for assessor 20

Activity 2E 25

Activity 2E checklist – for assessor 26

Activity 3A 31

Activity 3A checklist – for assessor 32

Section C: Performance Activity 39

Summative Assessments: Section C checklist 40

Case Study D – A work dilemma 44

Case Study E – Unethical conduct 45

Supplementary Oral Questions (optional) – for assessor 51

Competency record to be completed by assessor 54

Instructions to Learner

Assessment instructions

Address each question including any sub-points
Demonstrate that you have researched the topic thoroughly

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Special needs

Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Candidate Details

Assessment – CHCLEG001: Work legally and ethically

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for CHCLEG001: Work legally and ethically.

Employer: _____________________________________________________________

Declaration

This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.

Learner 1: ____________________________________________________________

Signed: ____________________________________________________________

Activities

Activity 1A

Estimated Time	1 Hour
Objective	To provide you with an opportunity to identify, access and interpret sources of information about the legal requirements that apply to the work role.
Activity	What are the two types of laws? Give a brief overview (no more than 50 words) of each.

Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 1B

Estimated Time	15 Minutes
Objective	To provide you with an opportunity to identify the scope and nature of own legal rights and responsibilities.
Activity

Activity 1B checklist – for assessor

Activity 1C

Objective

To provide you with an opportunity to adhere to legal requirements in work practice according to workplace policies and procedures and scope of role.

Activity

Case Study B

Ask him if he would like you to have a look in his room for it
Tell him that things get lost, and he’ll just have to deal with it.

Sit with her at every meal and force feed her because she must eat something.

Maureen has told you that she is experiencing horrible shooting pains in her back. What should you do?

Activity 1C checklist – for assessor

Activity 1D

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to recognise potential or actual breaches and report according to organisation procedures.
Activity	Case Study B

Activity 1D checklist – for assessor

Activity 2A

Objective

To provide you with an opportunity to identify, access and interpret sources of information about the ethical responsibilities that apply to the work role.

Activity

Case Study C

Follow the instructions given to you by your supervisor. In no more than 500 words, summarise your ethical responsibilities in your work role as dictated by the ECA Code of Ethics.

Activity 2A checklist – for assessor

Activity 2B

Objective

To provide you with an opportunity to identify the scope and nature of own ethical responsibilities, and meet ethical responsibilities according to workplace policies and protocols, and scope of role.

Activity

Reply curtly that they aren’t being silly and walk off
Explain that they aren’t being silly but that they are exploring the world around them and using their imagination, creativity and social skills to participate in a roleplay scenario and are therefore developing a range of valuable skills

Explain that their child is below average in this regard and they just have to accept that
Talk through the parents’ concerns and plan activities and assessment methods for their daughter’s spelling collaboratively, providing them with resources that they can utilise at home

Comment on the post agreeing with your colleague; you don’t like the person she is talking about either and want to show you support her
Screenshot your colleagues post and send it to the person she is talking about.

Activity 2B checklist – for assessor

Activity 2C

Estimated Time	15 Minutes
Objective	To provide you with an opportunity to recognise potential ethical issues and dilemmas, and discuss with an appropriate person.
Activity

Activity 2C checklist – for assessor

Activity 2D

Objective

To provide you with an opportunity to recognise own personal values and attitudes and take into account to ensure non-judgmental practice.

Activity

Case Study D

For the ethical dilemma outlined in Case Study D, what are your own personal values and attitudes on the subject? Explain in no more than 200 words.

Activity 2D checklist – for assessor

Activity 2E

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to use effective problem-solving techniques when exposed to competing value systems.
Activity	What are the eight steps for an effective strategy for making an ethical decision?

Activity 2E checklist – for assessor

Activity 2F

Estimated Time	15 Minutes
Objective	To provide you with an opportunity to recognise unethical conduct and report to an appropriate person.
Activity	How should you report your colleague’s unethical conduct?

Activity 2F checklist – for assessor

Activity 2G

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to recognise potential and actual conflicts of interest and take appropriate action.
Activity

Activity 2G checklist – for assessor

Activity 3A

Estimated Time	40 Minutes
Objective	To provide you with an opportunity to contribute to workplace improvements.
Activity	How could the work practices in the scenario be improved in order to meet the obligations outlined in the Code of Conduct? Roleplaying with at least two other learners, who are acting as colleagues/supervisors, share your feedback on the situation with them.

Activity 3A checklist – for assessor

Summative Assessments

Skills – skill requirements, required skills, essential skills, foundation skills
Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence

The Knowledge Activity is designed to be a questionnaire where the assessor asks the learner a series of questions to confirm their competency for all of the required knowledge in the unit of competency.

Section C: Performance Activity

Section A: Skills Activity

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Therefore, there is no skills activity required for this unit, as they have been covered in the previous activities.

Section B: Knowledge Activity (Q & A)

codes of conduct
codes of practice
duty of care
human rights

mandatory reporting
practice standards

rights and responsibilities of workers, employers and clients
industrial relations legislation relevant to employment conditions of role

Legal issues in the context of the work role:

type of legal issues that arise

Workplace policies, procedures and protocols:

how they are/should be developed

Children in the workplace
Codes of conduct
Dignity of risk
Duty of care
Practitioner/client boundaries
Privacy, confidentiality and disclosure
Specific legislation in the area of work – objectives and key components
Work role boundaries – responsibilities and limitations

Read Case Study G. In no more than 400 words, outline the organisation’s process for the development of policies, procedures and protocols as well as the process for review, including consultation and mechanisms for input.

Summative Assessments: Section B checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name

Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?			Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Section C: Performance Activity

Identified and communicated at least 2 potential work practice improvements designed to enhance workplace responsiveness to legal and ethical requirements

All activity answers will vary depending on the learner and the organisation they work for, but the learner should be able to demonstrate their competency in the unit requirements.

Summative Assessments: Section C checklist

Case Studies

Case Study A – Phoenix Care

You have just taken on a new support role in a mental health clinic which serves day patients as well as longer-term admissions. You are undertaking your induction training and have been provided with the following information.

http://www.health.gov.au/internet/main/publishing.nsf/Content/E39137B3C170F93ECA257CBC007CFC8C/$File/rights2.pdf Date of access: 19/10/2017

Case Study B – Rights and responsibilities

Protecting rights, confidentiality, physical wellbeing and mental wellbeing.

Under the scope of your role, you are responsible for:

Recording and storing patient information
Reporting concerns.

Providing residents with adequate information in order for them to make an informed decision
Respecting privacy by knocking, considering personal space, etc.

details of resident involved
details of staff involved

Case Study C – Working ethically

You have started a new role working in a day centre for children with learning disabilities. Your role involves working with the children as well as their families and carers and colleagues and other agency workers.

Your supervisor has told you that all work conducted within the centre abides by the Code of Ethics written by Early Childhood Australia (ECA). As part of your induction process, she has asked you to familiarise yourself with this code and provided you with a link to access it as follows:

Case Study D – A work dilemma

Case Study E – Unethical conduct

Over the course of working at a residential centre for vulnerable adults, you have noticed another member of staff for all the wrong reasons.

These include:

Eating large handfuls of biscuits from the staff room whenever he is on a break
Openly being racist when talking about something he heard on the news

If this is unsuccessful in resolving the situation, you will need to report the situation to a higher authority, which in this case is the centre manager.

This report should contain:

Case Study F – Improving work practices

The COAG Health Council have developed a National Code of Conduct for healthcare workers that all unregistered workers should abide by. Your employer, Tawny Owl Clinic, have explained that work practices must be in line with the Code of Conduct and provided you with a link so that you can familiarise yourself with the Code of Conduct.

http://www.coaghealthcouncil.gov.au/NationalCodeOfConductForHealthCareWorkers

Case Study G – Development and review

Case Study H

Name: Jules	Age: 54	Gender: Male
Key care information: Jules has autism, and we support him in a residential unit he lives in. We support Jules in his everyday life tasks such as home upkeep, shopping and personal hygiene. We also work with Jules to develop his social skills.
Additional notes: Jules has trouble with some levels of social interaction that others would find normal. He struggles with eye to eye contact and has strong adverse reactions to being touched if he has not initiated it. He has a strong need for sameness and routine and becomes overwhelmed and upset if plans change without significant notice.

Key care information: Theo has Down’s syndrome, and we support his parents in his day to day care. We work with Theo to develop his language, coordination and social skills. We provide a level of respite for his parents as we take Theo on day trips twice a week.

August 2017: A member of staff who was on accompanying Theo on a day trip was overheard saying the following things to Theo, in earshot of the general public:

‘You are so annoying.’

Name: Mariah	Age: 45	Gender: Female
Key care information: Mariah obtained a spinal injury whilst on a tour in Afghanistan. She is now paralysed from the chest down but also only has use of one arm. We provide services to her on a daily basis which include helping her bathe and go to the toilet, prepare food and eat and any other general aid which she requires.
Additional notes: Mariah was fiercely independent prior to her injury, and although she has an incredibly positive outlook on life given her circumstances, she does struggle with having people see her in a ‘vulnerable position’ as she says.

Case Study I

Supplementary Oral Questions (optional) – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory

Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

Competency record to be completed by assessor

Learner is deemed:	Not yet competent	Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature