| CHCPRP003
Student Assessment Task Two: Case Studies |
Assessment Cover Sheet
This document must be signed by the student for each assessment completed. Submission of Assessments will not be accepted for marking/review without a completed and signed Assessment Cover Sheet.
| Qualification Title | CHC52015 Diploma of Community Services |
| Unit Code | CHCPRP003 |
| Unit Title | Reflect on and improve own professional practice. |
| Student Name | |
| Student ID | |
| Student Email | |
| Assessor Name | |
| Campus | ☐ Melbourne ☐ Sydney ☐ Brisbane ☐ Perth |
| Due Date | Week 7 |
| Submission Date | |
| Assessment Task | Task Two – Case studies |
Student Agreement:
By signing this Agreement, I confirm that I understand the Assessment Submission Guidelines, as detailed in the Student Handbook and Acknowledge Education’s policies and procedures. In particular:
- The work submitted is my own and does not contain another person’s material represented in my work.
- I understand that I must acknowledge in an appropriate manner all information and sources of assistance used in my assessment work.
- I have followed all submission, presentation and file name guidelines outlined in the submission guidelines. I am aware that if I do not follow the required guidelines, this could result in my assessments being returned not assessed by my trainer/assessor.
- I understand that I must not receive undue assistance or the unauthorised help of others in the preparation of my assessment work.
- I will not allow other students to access or copy in whole or any part of my assessment work.
- I understand that if I am dissatisfied with the way I have been assessed or with my result, I have the right to appeal as detailed in the Student Handbook and Acknowledge Education’s policies and procedures.
Student Declaration:
I hereby declare that I have read the above statement and that all the material I submit for assessment is entirely my own and meets all of the college’s assessment requirements.
| Student Signature | |
| Date |
Assessment Task 2: Case Studies
Student Assessment Instructions
- This Case Study may require you to work in groups/alone (The assessor will provide details of the group format).
- You need access to the project instructions to complete this task. As this is an open-book task, you may also access a learner guide, the internet and/or other resources.
- You must satisfactorily complete all sections of the assessment and submit these to your assessor. Ask your assessor to clarify any aspect you are unsure about in this assessment task.
- You may be asked to explain your responses if the assessor needs any clarification.
Required Resources
- You will need to have access to relevant legislation, standards and codes, industry practices and student book resources.
Evidence
- You must submit the completed assessment cover sheet and your assessment by online submission within the allocated time.
- Ensure you keep a copy of your submitted work. Assessments submitted without a completed cover sheet will not be accepted.
When and where will this assessment take place?
- This assessment may be undertaken in a simulated environment/in a classroom/at home – to be discussed with the assessor.
- Your assessor will provide you with the due date, which can be recorded in the assessment plan.
- Your assessor may also specify the length of time allowed and the expected word count, if applicable.
What if the assessment is not suitable?
- If you are unable to provide sufficient evidence with the written assessment method, your assessor may be able to provide you with an alternative method. Discuss this with your assessor.
What happens if your answers are not satisfactory?
- If any of the assessment responses are not satisfactory, your assessor will provide you with feedback. You may need to resubmit some or all the assessment tasks. Your assessor will explain the details for your reassessment.
- In most cases, you will be allowed a maximum of three attempts.
- If you are not satisfied with your assessment result, you have the right to lodge an appeal. Ask your assessor or contact the Course Coordinator for more information.
Case Study Instructions
- Read the scenarios and answer the questions below for each of the scenarios.
| No. | The student’s assessment shows evidence of the following: |
| 1 | Section 1 – Scenario 1 |
|
Joel works in a program for young people with disabilities to help them develop their social, educational, and independent living skills. Connor, a 15-year-old participant, engages in behaviour of concern. Joel loses his temper and just stops himself in time from slapping Connor to make him stop. Joel feels very remorseful about his behaviour and realises he needs help to control his anger and Connor’s behaviour. Later the same week, Joel observes a co-worker, Michael, giving chocolate to Connor to encourage him to modify his behaviour. Joel is surprised, as this goes against everything he has been told about managing behaviours of concern, and also because Connor’s parents have asked that he not be given any food containing sugar. Michael laughs when Joel asks about this and says he does lots of things he is not supposed to do to ‘make Connor behave’, including giving him presents and small amounts of money. Joel thinks that Michael is not helping Connor manage his behaviour and he is making it more difficult for other workers who do not offer bribes to manage Connor’s behaviour. Joel is not sure whether he should intervene in Michael’s irresponsible behaviour or just ignore the observations he has made. |
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| Required Evidence | |
| Q1 | What should Joel do to obtain the help he needs (self-care) to manage his own behaviour? |
| Answer | For Joel, it is really important to control his behaviour as a help worker he has to deal with such issues frequently so he should develop a kind of behaviour that does not get impacted by small things, and rather than acting angrily, he should develop a nature of finding solutions for it.
For this, he should work on his emotional intelligence, develop some patience, do some meditation to calm his mind, and if there is a need, he can go for some consultation (Banks, 2020). |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
| Q2 | Why could Joel’s situation be described as an ethical dilemma? |
| Answer | He is in this type of situation due to both Connor and Michael. As Connor is involved in behaviour of concern and is not behaving nicely so he is making Joel both angry and stressed at the same time. And on the other side Michael, his co-worker is also not following the policies of the organization he has breached his duty many times and is showcasing a behaviour that is irresponsible. So now at this time, he is in a confused state that what type of action he need to choose. |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
| Q3 |
What common principles outlined in the ACWA Code of Ethics could Joel use to guide his actions in this situation? |
| Answer | 1. Work on tolerance and conflict resolution
2. Focus on the health maximization |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
| Q4 | Joel feels isolated and has started to experience anxiety when he is working with Connor and Michael. Describe two possible consequences for Joel, Connor and his employer if he does not practise self-care? |
| Answer | If he will not practice self-care it might affect his work and performance in the workplace. If he does not practice self-care then it might demolish his self-esteem and morale and can have an adverse impact on his health like stress, anxiety, frustration, and will become short temper. That will damage his relations personally and professionally. |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
| Q5 | What effect does Joel think that Michael’s values, beliefs and behaviour are having on Connor? |
| Answer | Michael’s behaviour is not setting good examples in the eyes of Connor as he is a teenage child so such practices will make him feel that for doing the ethical work he should be given something against. And this will also impact other employees working as Connor’s behaviour will not improve and will remain the same plus he will also not listen to other workers.
Directly or indirectly Michael is setting a wrong example in the eyes of Connor. And making him feel that bribing is good (Banks, 2020). |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
| Q6 |
Michael receives a written warning from his employer about his conduct, as he is later observed by a supervisor allowing Connor to wander unsupervised next to a busy road while on a community activity. How has Michael failed to meet his responsibilities? Does he have a responsibility to change his behaviour and, if so, what changes should he make? |
| Answer |
Michael has not met the ethical and legal requirements in this situation because as a community worker he should take care of the client responsibly but he has not fulfilled his responsibilities. He has not fulfilled requirements related to professional competence and care of duty and violated the safety and well-being rights of clients. The rules that he should adhere to as a community worker are respecting the welfare rights, looking for the well-being of the client and providing support to the client with issues, and maintaining the rules made by the organization. |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
| Q7 |
Joel decides to talk about the situation with Connor’s behaviour support needs in a team meeting and to seek feedback from his colleagues about how he has managed the situation. Imagine you are Joel’s work colleague. What guidance or advice would you offer him? |
| Answer |
The decision of Joel is correct because by consulting he will get more ideas that will help in controlling the behaviour of Connor. He is doing a good job and shows that he is a responsible worker. In order to improve the behaviour of Connor he should incorporate some practices that can tackle the Michael’s behaviour of concern. He must attend consultation sessions and should understand the reasons why he behaves like this and should try to understand his mindset, and according to it discover some activities that help Connor to develop good behaviour. And should regularly take feedback that is related to his actions and as it is a two-way process so helps to improve the actions that are to be performed and guide a person to move in the correct direction. |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
| 2 | Section 2 – Scenario 2 |
|
Jennifer has been providing support to a number of families who use a respite program for which she is responsible. One of her colleagues, Tim, who runs a similar program is unexpectedly away for a fortnight as he has urgent family commitments to attend to. Jennifer offers to assist Tim by running his program as well as her own, seeing it as an opportunity to develop her management skills for the future. Jennifer decides to deal with the day-to-day administrative tasks and place on hold any urgent issues and new applications to the program, because she thinks it is more appropriate for her colleague to handle these on his return to work. After the fortnight, Jennifer decides to seek some feedback from her supervisor about how she has managed the situation. Karina, the supervisor, tells Jennifer she is very impressed that she had been so careful in respecting the boundaries between the two programs and that Jennifer had not overstepped the boundaries of her role. Karina compliments Jennifer on her ability to manage two tasks effectively and also to ensure Tim is able to step back into his own role without any difficulties. |
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| Required Evidence | |
| Q1 | Jennifer decides to also seek feedback from some of the people she has supported in the program during the fortnight. What is one approach she could use to do this? |
| Answer | Taking feedback is really important as it helps a person to work on the task and improve their performance. To seek feedback Jennifer can communicate with other employees and provide them with a feedback form that contains some questions so that she can get exact feedback.
And two-way face-to-face communication is an effective process (Raina & Roebuck, 2016). |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
| Q2 | During the fortnight that Jennifer is running both programs, she runs a training workshop at an inter-agency networking meeting. What are two ways Jennifer could seek and reflect on feedback from colleagues from another agency at this training session? |
| Answer | In this type of training session, it will be very effective for her if she seeks feedback from the other workers then she will be able to improve her performance, so in order to seek feedback from them, she should provide them with a feedback form that is not too much complicated and loaded with a lot of questions (Raina & Roebuck, 2016).
She can also conduct a survey and collect her feedback from the other staff members as it is an effective method when someone wants to seek feedback from the masses. |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
| Q3 | Jennifer’s supervisor asks her to reflect on her own performance during the fortnight. What approach could you use to do this? |
| Answer | In this case, to reflect on her own performance she can write it down in a reflective journal and present it in front of the supervisor. |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
| Q4 | Several of the participants in the training workshop provide feedback that Jennifer moved too quickly through the content and they did not always understand the information. Jennifer reflects on her workshop and decide there was a lot of content that she had tried to cover. What could Jennifer do to improve the workshop for next time? |
| Answer | For improving her performance, she should take the guidance of others by asking them about their consent. And ask the participants about the measures that they could take to improve her performance. And she has to develop a habit of providing the main information in form of short lines and phrases so that everybody receives the main consent of the topic and she can cover more topics at the same time (Buser, et al., 2018). |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
| Q5 | What would be one legal and one ethical consideration that Jennifer would need to make before deciding how to respond when she knew Tim was going to be absent from work for a fortnight, given her own knowledge of her existing work role and job description? |
| Answer | The legal and ethical considerations that Jennifer would need to make is acting as a professional she should be competent and in an ethical manner and try to be familiar with the laws, standards, and regulations that are relevant to the job profile (Buser, et al., 2018). |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
| 3 | Section 3 – Scenario 3 |
|
Luke is about to participate in his first performance appraisal. He is nervous but recognizes that it is an opportunity to demonstrate his commitment to improving his work skills and knowledge. Before the appraisal, he spends time thinking of examples of how he meets each key performance indicator of his job description. He also considers areas of work that he would like to improve and writes a list of goals and strategies for achieving them. Luke has the interview with his supervisor, Claire. During the appraisal, Luke impresses her with how well prepared he is and how he has clear goals for his personal and professional development. They discuss Luke’s future work goals and Claire makes suggestions about training and personal development opportunities that could help him achieve them. She also acknowledges Luke’s ability to develop positive relationships with clients, especially young males who have a similar background to his own. However, she suggests that Luke undertake cultural awareness training so he can develop a better understanding of the increasing number of people who come from other cultures and have etiquette and communication protocols different from him. |
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| Required Evidence | |
| Q1 | What must Luke learn how to do after the review, and how will it benefit his work practices? |
| Answer | After receiving the review, he should analyse the performance and find out measures that he can incorporate into his training so that he can improve the skills as per identified by the supervisor in the interview. |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
| Q2 | How does Luke show commitment to upgrading his skills and knowledge? |
| Answer |
He wrote down all his areas of improvement and set all the goals that he needs to achieve, he attended the meeting with the supervisor and clarified the actions that he needs to perform in order to improve his skills. The things that are required when setting the goals are to create a smaller task, define the objectives, and have a clear direction, mindset, and self-assessment of strengths and weaknesses. |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
| Q3 | Why should performance review processes be conducted regularly? |
| Answer | So that the employees could understand their strengths and weakness and can work on them in order to improve their performance.
And it is really important to evaluate whether the goals are achieved and it can be checked by regularly reviewing the targets, measuring the performance level, and analysing the results of the feedback. And can set a timeframe so that a sense of urgency can occur and that will motivate for staying on time and finishing goals. |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
| Q4 | What are three options Luke could consider for building skills and knowledge related to cultural awareness? |
| Answer | He could read some journals, interact with clients who belong to different cultures, and can also attend some lectures on it. |
| Result | Satisfactory ☐ Not Satisfactory ☐ |
S=Satisfactory NS=Not Satisfactory
*Record additional questions to address contingencies and further clarify student understanding
| Assessor Name | |
| Assessor Signature |
| Student Name | |
| Student Signature |
References
Banks, S. (2020). Ethics and values in social work. Bloomsbury Publishing.
Buser, T., Gerhards, L., & Van Der Weele, J. (2018). Responsiveness to feedback as a personal trait. Journal of Risk and Uncertainty, 56(2), 165-192.
Raina, R., & Roebuck, D. B. (2016). Exploring cultural influence on managerial communication in relationship to job satisfaction, organizational commitment, and the employees’ propensity to leave in the insurance sector of India. International Journal of Business Communication, 53(1), 97-130.