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11 Jan
2021

CHC52015 Case Management Part II: Working with Peer Case Workers Assessment Answers

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CHC52015 Case Management Part II: Working with Peer Case Workers Assessment Workbook 5
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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.
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
Establish team performance plan
Develop and facilitate team cohesion
Facilitate teamwork
Liaise with stakeholders
BSBADM502     Manage meetings
Prepare for meetings
Conduct meetings
Follow up meetings
CHCCSM006     Provide case management supervision
Develop and promote practice standards
Support and lead colleagues in case management practice
Provide practice advice on complex cases
Reflect and improve on own supervision provision
CHCMGT005    Facilitate workplace debriefing and support processes
Monitor welfare of colleagues
Conduct structured debriefings following an incident
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:
Performance Evidence
describes the subtasks that make up the element of the unit
Knowledge Evidence
describes the knowledge that must be applied in understanding the tasks described in the elements
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
 
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, )
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
KNOWLEDGE ASSESSMENTS
Part 1: Lead and manage team effectiveness
1.   How can group dynamics support team performance? Give two (2) reasons and explain each.
2.   How can group dynamics hinder team performance? Give two (2) reasons and explain each.
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.
4. Explain three (3) strategies that can be used to gain consensus in a team meeting.
5. Identify and explain three (3) strategies that may be used to resolve a conflict between members of a team.
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.
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:
Team purpose
Roles, responsibilities and accountabilities of each team member
Team performance plan
Possible issues, concerns and problems that may affect work performance
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
Take the minutes for the
Guidance: Only one volunteer is required to do this.
Participate in the meeting including: planning, decision-making and other aspects of the
 
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.
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.
3. Send a meeting invitation to your meeting participants through Your invitation must include:
Time and location of the meeting
Agenda you prepared in Task 1 – Step 1, as an attachment
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
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.
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
CHC52015 Case Management Part II: Working with Peer Case Workers Assessment Answers appeared first on Assignment Help Australia Site.

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