- Home
- Free Samples
- Human Resource Management
- CHCPRP003 Reflect On And Improve Own ...
CHCPRP003 Reflect on and Improve own Professional Practice Assessment Answer
CHCMGT005 Facilitate workplace debriefing and support processes
CHCPRP003 Reflect on and Improve own Professional Practice
Introduction This assessment has been developed to provide you with the opportunity to demonstrate your skills, knowledge and ability to discover, interpret and follow the policy, procedures and legal requirements of your Organisation. To be deemed competent, you must demonstrate a capacity for action and decision-making consistent with the policies and procedures of the organisation.
To be assessed as competent you will be required to produce sufficient evidence (written and/or verbal) to enable your assessor to make a judgment of competence. Assessment of this unit will consist of:
Assessment Activity 1 – Short Answer Questions
Assessment Activity 2 – Questions to demonstrate comprehension and interpretation Assessment Activity 3 – Role Play with questions
Assessment Activity 4 – Role Play with questions Assessment Activity 5 – Role Play with questions Assessment Activity 6 – Short Answer questions Assessment Activity 5 – Major Project with questions
Assessment Activity 1 – Short Answer Questions
Assessment Activity 2 – Questions to demonstrate comprehension and interpretation Assessment Activity 3 – Scenario with questions
Assessment Activity 4 – Major Project
Assessment is used:
- to measure students' preparedness for further study or attainment of a qualification or statement of attainment;
- to provide feedback on student learning for both students and staff;
- to define and protect standards required for a competent outcome
- to direct students' learning
Effective assessment for a unit or program of study will typically include a mix of assessment types, selected and designed to meet these multiple and various demands.
Following is an explanation of some terms commonly used in describing assessment:
Formative Assessment
Assessment tasks are described as formative if they provide students with feedback intended to enable improved performance on current or subsequent tasks. Formative assessment typically has the development of students' understanding or skills as an objective.
Summative Assessment
Assessment activities are described as summative if they are awarded a “Satisfactory” result and if that result is used as part of the evidence of being “Competent” in the unit. The timing of summative assessment activities should be negotiated with you, the student. The result of each assessment activity is ‘Satisfactory' or 'Not yet satisfactory'. Students that have finished the assessment for a unit and have received a satisfactory result for all assessment activities will be given a unit outcome of ‘COMPETENT’
Assessment Process
Assessment decisions will be based on your ability to demonstrate satisfactory outcomes on all summative assessment activities. Competency in the unit will be confirmed on achieving a ‘satisfactory’ outcome for all such assessment activities.
When all evidence has been gathered including a signed workplace supervisor’s report (if necessary) your Assessor will make a final judgment and sign off with C (competent) or NC (not competent). Alternatively, you will be advised as to what further action you need to take to achieve competency.
Feedback
You will be provided with formal and informal feedback at regular intervals throughout the course of study to assist in the learning process and in gaining competency in the unit.
As we are always keen to hear from our students, you will also be given the opportunity to complete the feedback sheet provided at the end of the workshop.
In addition, on completion of their course students may be sent an electronic survey to which they will be able to respond, anonymously if they choose.
Reasonable Adjustment
If at any time during the process you feel as though you need additional support from your Trainer, please do not hesitate to speak with them. All students have varying Language, Literacy and Numeracy competencies and/or physical and comprehension needs, so your Trainer will discuss how they can accommodate your particular learning needs.
Reasonable adjustment refers to measures or actions taken to provide students with the same educational opportunities as everyone else. Your trainer will discuss with you, if they/OR you feel that adjustments should be made within the training program.
Timeframe
Assessors will discuss with students the timeframes for completion of assessment tasks when issuing them.
Recognition of Prior Learning (RPL)
RPL is a process of assessment of skills, knowledge and competencies that relate to a course a student is taking in any education or training sector, for the purposes of gaining entry to a formal program of education and training leading to a national qualification under the Australian Qualifications Framework (AQF), or having that knowledge or skills assessed so it counts towards completion of their course. If you believe you already has the skills and experience to demonstrate that you are competent in this unit, please discuss the RPL process option with the Trainer.
ASSESSMENT TASK 1 – SHORT ANSWER QUESTIONS
Complete the following Assessment questions. Read each question carefully and complete ALL parts of each question.
| No | Question |
| 1. | What are some signs that indicate a colleague is struggling to manage their stress levels, or emotional well-being? (What would you see them doing, how would they appear and what might they be saying?) |
| 2. | What action would you take to support your colleague, struggling with their emotional well being? |
| 3. | What is the impact on an individual of stress, violence, or a critical incident in the workplace? |
| 4. | Why is it important to maintain professional boundaries and understand the limitations of your role? |
| 5. | Describe what you do to ensure you do not suffer burnout and you maintain a healthy work/life balance? |
ASSESSMENT TASK 2 - COMPREHENSION & INTERPRETATION QUESTIONS
Complete the following Assessment questions. Read the questions carefully and complete ALL parts of each question.
| 1. What is meant by the term dispute resolution? |
ASSESSMENT TASK 3 – ROLE PLAY 1
You have been provided with a selection of scenario cards, describing a stressful and/or critical incident. Choose a scenario. Ask a colleague, friend or family member, to read the scenario playing the role of carer/community service worker/support worker (whichever is applicable) who has experienced the stressful incident. You will play the role of the person providing a debrief. Your role is their co-worker or Supervisor, whichever you choose. Once you have completed the exercise, answer the following questions in relation to your role as the debriefer. Please mention the scenario you have chosen for this Task.
| How did it feel to provide debrief to a colleague? |
| What questioning and communication techniques did you use? |
| What could you do to improve on your debrief technique? |
| Name three other services you could refer your “colleague” to for further support? |
ASSESSMENT TASK 4 – ROLE PLAY 2
You have been provided with a selection of scenario cards, describing a stressful and/or critical incident. Choose a scenario. Ask a colleague, friend or family member, to read the scenario playing the role of carer/community service worker/support worker (whichever is applicable) who has experienced the stressful incident. You will play the role of the person providing a debrief. Your role is their co-worker or Supervisor, whichever you choose. Once you have completed the exercise, answer the following questions in relation to your role as the debriefer. Please mention the scenario you have chosen for this Task.
Why is it important to schedule debriefing as soon as possible following the incident?
| Why is it important to document and report outcomes of debriefings? |
| What is your “duty of care” obligation to this colleague? |
| What should Team Leaders/Managers do to minimise stress in the workplace? Give 5 examples of practical steps they can take? |
ASSESSMENT TASK 5 – ROLE PLAY 3
You have been provided with a selection of scenario cards, describing a stressful and/or critical incident. Choose a scenario. Ask a colleague, friend or family member, to read the scenario playing the role of carer/community service worker/support worker (whichever is applicable) who has experienced the stressful incident. You will play the role of the person providing a debrief. Your role is their co-worker or Supervisor, whichever you choose. Once you have completed the exercise, answer the following questions in relation to your role as the debriefer. Please mention the scenario you have chosen for this Task.
Did you feel capable of providing adequate debrief to this “colleague”? Explain why?
| What is the Psychological AND Physical impact of excessive stress or burnout? |
| Psychological |
| Physical |
| What could you do to provide ongoing support to your three colleagues mentioned in the three role play exercises? |
ASSESSMENT TASK 6 – SHORT ANSWER QUESTIONS
Complete the following Assessment questions. Read the questions carefully and complete ALL parts of each question.
| 1. |
Customer Testimonials
