Facilitate workplace debriefing and support processes
right-914400005791201447165CHCMGT005
Facilitate workplace debriefing and support processes
Learner Workbook
V3.0
00CHCMGT005
Facilitate workplace debriefing and support processes
Learner Workbook
V3.0
Section 1 - Unit of competency detailsUnit of competency
Code: CHCMGT005
Name: Facilitate workplace debriefing and support processes
Releases: 2
Release date: 8/Dec/2015
Section 2 Assessment tasksThe learner must successfully perform each of the following assessment tasks to gain satisfactory in order to demonstrate competence.
Assessment method/ Type of evidence Document
Assessment Task 1 - Knowledge Assessment
Assessment Task 2 Practical Assessment
Section 3 Instructions to Learners
3.1 Assessment Instructions
3.1.1 Overview
Prior to commencing the assessments, the trainers and/or assessors will explain each assessment task including the terms and conditions which relate to the submission of your assessment task. Learners must read and understand all the information regarding the unit of competency requirements (UoC) before performing assessment activities. Please consult with the trainers and/or assessor if there is any question. It is important that learners understand and adhere to the terms and conditions, and address fully each assessment task.
Written work
Assessment tasks are used to measure learners understanding and underpinning skills and knowledge of the overall unit of competency (UoC). When undertaking any written assessment tasks, learners are required to address the following criteria:
Address each question including any sub-points
Demonstrate that learners have researched the topic thoroughly
Cover the topic in a logical, structured manner
Learners assessment tasks are well presented, well-referenced and word processed
Observation/practice work
Assessment tasks are related to learners practical activities which are used to assess their knowledge and skills for units of competency (UoC). When undertaking any practical assessment activities, learners are required to address the following criteria:
Address each action required to perform during assessment activities
Demonstrate the abilities to the topic thoroughly
Address requirements in the training packages
Learners assessment activities are performed safely,
3.1.2 Active Participation
It is a condition of enrolment that learners actively participate in their studies. Learners active participation is required in order to complete all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When learners have any doubts about including the work of other authors in your assessment, they are expected to consult their trainers and/or assessors. The following list outlines some of the activities for which a learner can be accused of plagiarism:
Presenting any work by another individual as one's own unintentionally.
Handing in assessments markedly similar to or copied from another learner
Presenting the work of another individual or group as their own work
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.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action.
Confidentiality
The college 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.
3.1.3 Competency outcome
There are two outcomes in each assessment activity/task: S = Satisfactory and NS = Not Satisfactory (requires more training and experience and/or assessment resubmission).
Once the learner has successfully completed all the assessments for the unit of competency, the learner will be awarded Competent (C). However, if the learner has not successfully completed all the assessments required in the unit of competency on time, they can be given Not Yet Competent (NYC) for the unit of competency. Learners will be provided with clear and constructive feedback based on the assessment decision.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the UoC. To demonstrate competence in this unit, learners must undertake all assessment activities and have them deemed satisfactory by the trainer and/or assessor. Once learners have demonstrated the required level of performance, they will be deemed competent in this UoC.
As part of the assessment process, all learners must abide by the assessment policy and procedure and any other relevant policies.
Re-assessment conditions
If the evidence is graded as NS Not Satisfactory, learners will be given the opportunities to re-submit the assessment evidence. In this case, learners will be provided with clear and constructive feedback based on the assessment decision so that they can improve their skills / knowledge prior to reassessment.
Where a NS Not Satisfactory judgement is made, learners will be given guidance to improve their performance and provided the opportunity to resubmit evidence to demonstrate competence based on the assessment policy and procedure. The trainers and/or assessors will determine and provide the feedback for NS Not satisfactory on any of the criteria.
If learners do not complete the assessment, they should notify their trainers and/or assessors as to why they did not complete the assessment and if due to illness, a medical certificate must be produced.
Intervention strategies
Colleges has intervention strategies, including learner support services available to enable learners to complete qualification in the expected time frame. Learners at risk of not completing within this time frame are identified as early as possible and an intervention strategy may be put in place.
Additionally, learners are permitted during their study to request:
Reduction of study hours
Learners will be able to apply for reduction of study hours in case a learner has been granted credit transfer or based on the learners progression during training and assessment, or both. Learners will be required to prove that their prior knowledge is relevant to the qualification. They may get a reduction in the qualification duration after they prove their relevant knowledge and skills. Also, the assessment completed by learners will help in deciding whether learners will be allowed the reduction in study hours or not. Reduction of study hours will be granted as per the assessment policy and procedure.
Special needs
Learners with special needs (e.g., sickness, disability, etc) 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. Additionally, trainers and assessors can refer learners to any other services available in the college such as:
assessment and exam adjustments
alternative formatting
timetable adjustments
access to assistive technology
training and assessment support
learning support
Eligibility for these services is determined on an individual needs basis, upon review of the recommendations made in learnerssupporting documentationand consultation with a college staff such as trainers/assessors, and learner support officers.
Reasonable adjustment
Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a candidate with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment.
Why are we considering to make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that candidates with disabilities have:
The same learning opportunities as candidates without disabilities, and
The same opportunity to perform and complete assessments as those without disabilities.
Reasonable adjustment applied to participation in teaching, learning, and assessment activities can include:
Customising resources and assessment activities within the training package or accredited course
Modifying the presentation medium
Learner support
Use of assistive/adaptive technologies
Making information accessible both before enrolment and during the course
Monitoring the adjustments to ensure candidate needs continue to be met
Assistive/Adaptive Technologies
Assistive/adaptive technology means software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, and digital note-takers.
(Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre)
IMPORTANT:
Reasonable adjustments made for collecting candidate assessment evidence must not impact the standard expected by the workplace, as expressed by the relevant unit/s of competency. For example, if the assessment were gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.
3.1.4 Assessment appeals process
If learners feel that the assessment processes are unfair and/or assessment outcomes are not at the satisfactory level, learners have the right to lodge a complaint and appeal based on the complaint and appeal policy and procedure. They must first discuss the issue with their trainer/assessor. If they would like to proceed further with the request after discussions with your trainer/assessor, learners need to lodge their appeal via the complaint and appeal form. Learners are required to refer to the complaint and appeal policy and procedure for the complaint and appeal process.
3.1.5 Candidate Details
Assessment CHCMGT005- Facilitate workplace debriefing and support processes
Learners are expected to complete the assessment activities and hand in to their work to trainers and/or assessors for marking. This forms part of learners assessment for CHCMGT005- Facilitate workplace debriefing and support processes
Name: ____________________________________________________________
Learner ID: ____________________________________________________________
Email:____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another persons work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed:____________________________________________________________
Date: _____________________________________________________________
Assessment Task 1- Knowledge Assessment
Question 1
What debriefing policies and procedures does the organization have in place for addressing challenging incidents or critical events? Provide a concise explanation.
Question 2
Explain the purpose of having a debriefing and crisis policy and procedure? Write your answer in 50 100 words.
Question 3
What resources and support are available to employees who require debriefing or counseling following a crisis?
Question 4
Describe the purpose of a dispute resolution policy and procedure? Write your answer in 50-100 words.
Question 5
Examine four legal and ethical factors pertinent to the debriefing process. Write your answer in 100-200 words.
Question 6
Describe the following debriefing techniques.
Best Practice Interventions
Crisis Intervention
Structured Debriefing Methods
Internal and External Referral Sources
Question 7
How can organisations effectively utilize the above techniques (Refer question 6) to ensure comprehensive and supportive debriefing processes for employees after critical incidents or challenging events?
Question 8
List three (3) indicators of each of the following work-related stress signs. Describe the impact that this indicator may have on the workplace and how you will respond to it. Write your answer in 25-50 words for each indicator:
Physical
Phycological
Behavioural
Indicator
Impact of Indicator
Strategy or response to overcome it
Physical Psychological Behavioural Question 9
Explain the impact of the following on the workers (100-150 words)
Excessive Stress
Burn Out
Grief and Loss
Violent and threatening behaviour
Question 10
Enumerate five (5) common sources of work-related stress and provide steps to effectively manage stress levels in the workplace in 100-150 words.
Question 11
Provide an example for each of the methods listed in the table below, which can help workers manage stress in the workplace, also explain how it aids employees in coping with stress. (100-150 words each)?
Example/Referral Services
How can it be used to help workers manage stress?
Internal External Employee Assistance Programs Question 12
Describe three (3) factors that serve as limitation to our work role, responsibilities and professional abilities? Answer in 20 50 words.
Question 13
Give three (3) examples of professional boundaries you should respect when debriefing clients.
Assessment Task 2- Practical AssessmentAssessor InstructionsThe Practical Assessment is a set of tasks that must be completed in a workplace or in an environment with conditions similar to that of a real workplace.
This assessment will help the candidate demonstrate the skill required to monitor and support workers. This includes implementing support processes to manage stress and emotional wellbeing of self or colleagues working in varied health and community service contexts. It also involves facilitating structured debriefing sessions to colleagues following incidents with the potential to impact on health and wellbeing.
The Practical Assessment includes the following:
Case Studies
Detailed scenarios and simulated environments, providing all necessary information required to complete relevant tasks and activities.
Task Questions
A series of written task questions aligned witassessing the candidates practical knowledge and understanding of the unit of competency.
Project Assessment Task
This task requires the student to conduct a role play to provide ongoing support to least 2 different workers to address and monitor stress and emotional wellbeing and facilitate at least 1 structured debriefing following an incident involving stress and identified colleagues requiring additional support and referred in accordance with organisation guidelines.
Candidate InstructionsThe Practical Assessment is a set of tasks that must be completed in a workplace.
This assessment will help the candidate demonstrate the skill required to monitor and support workers. This includes implementing support processes to manage stress and emotional wellbeing of self or colleagues working in varied health and community service contexts. It also involves facilitating structured debriefing sessions to colleagues following incidents with the potential to impact on health and wellbeing.
The Practical Assessment includes the following:
Case Studies
Detailed scenarios and simulated environments, providing all necessary information required to complete relevant tasks and activities.
Task Questions
A series of written task questions aligned with the case studies assessing the candidates practical knowledge and understanding of the unit of competency.
Project Assessment Task
This task requires the student to conduct a role play to provide ongoing support to least 2 different workers to address and monitor stress and emotional wellbeing and facilitate at least 1 structured debriefing following an incident involving stress and identified colleagues requiring additional support and referred in accordance with organisation guidelines.
Project Assessment
Task Description: This task requires the student to demonstrate their skills and knowledge required to address and monitor stress and emotional well-being of two different workers or colleagues and facilitate one structured debriefing session to support colleague following incidents with the potential to impact on health and wellbeing.
You have been provided with two case study scenarios:
Scenario 1 Supporting a Colleague Through Workplace Stress
Scenario 2 Supporting a colleague through grief and depression. For each scenario conduct a role play and complete the tasks provided.
Case Study 1. Supporting a Colleague Through Workplace Stress: A Case Study in a Community Services Setting
Task 1.1
You work at Harmony Haven, a community services organization that focuses on providing support to vulnerable individuals and families within the community. The organization's projects are often time-sensitive and require high attention to detail and effective communication among team members. Your colleague Sarah has been an enthusiastic and dedicated employee, consistently meeting performance standards and contributing positively to the team. Over a few weeks, you and your team members noticed a change in Sarah's behavior. She seemed visibly upset, lacked her usual enthusiasm, and started isolating herself during breaks and office gatherings. Concerned about her well-being, you decide to approach her to discuss the matter. Upon discussion Sarah opened up and shared that she had been feeling increasingly stressed due to the high work pressure and tight project deadlines. As the workload increased, she found it challenging to manage her tasks effectively, which led to anxiety and fear of not meeting the organization's performance standards.
Question 1
What specific signs or changes in behaviour did you observe in your colleague or Sarah that indicated increased stress or emotional distress?
Question 2
Describe any three (3) methods you would employ to assess and monitor the stress levels and emotional wellbeing of your colleague, Sarah, at Harmony Haven?
Question 3
According to the organization's standards and procedures, what would be the appropriate steps to address and manage Sarah's stress effectively? Provide any five (5).
Question 4
How do you ensure that you acknowledge and accept differences among colleagues when addressing their diverse needs, especially in terms of managing stress and emotional wellbeing?
Question 5
List some ways by which you can utilise professional and personal performance standards to monitor the stress and emotional wellbeing of colleagues?
Question 6
List and explain three (3) self-assessment strategies Sarah could use to monitor her own performance Write your answer in 40 -50 words for each strategy.
Question 7
Explain how Sarah would seek formal and informal performance feedback and act upon it as required? Write your answer in 50-100 words.
Question 8
Provide any five (5) steps you would take to develop proposals to address the areas of need and support your colleagues effectively?
Task 1.2 Role Play
Steps to take:
Consider the case study scenario 1 to conduct this role play task. For role play you will need a volunteer who will role play Sarah.
This activity requires you to provide ongoing support to Sarah to address and monitor her stress and emotional well being.
Locate the Observation Checklist 1.2 Assessors Use Only in the following pages.
The Observation Checklist outlines skill requirements that you will need to demonstrate during the role play activity. Review all the skill requirements in this checklist before starting the role play so you can prepare.
Your supervisor or endorsed observer must be present as you complete this task at the service.
Seek advice or assistance from your supervisor as required.
Video record the meeting if not done in simulation class. Your recording must not be longer than 15 minutes. Ensure that you have demonstrated all the skill requirements outlined in the Observation Checklist Assessors Use Only.
Evidence submitted
Video Recording -if applicable
(If this is done as class activity, video recording is not required. Please ensure you still need to submit a signed copy of the observation checklist signed by your trainer/ assessor)
Observation Checklist 1.2 (Assessors Use Only)
OBSERVATION CHECKLIST ASSESSORs USE ONLY
Candidate name Candidate number Date completed Observation Checklist Outcome
Did the candidate demonstrate the following during the meeting? YES/NO
Demonstrate active and empathetic listening during the conversation with Colleague Sarah
Yes NO Effectively inquire about Sarah's well-being and address her concerns.
Yes NO Respond with sensitivity and professionalism to Sarah's disclosure of stress and anxiety.
Yes NO Offer supportive solutions and assure Sarah that her well-being is a priority.
Yes NO Show understanding and empathy for Sarah's unique experiences and feelings.
Yes NO Was respectful and non-judgmental while discussing Sarah's challenges.
Yes NO Explain how organisational standards relate to managing stress and emotional well-being.
Yes NO Show evidence of self-awareness by reflecting on Sarah's situation and needs
Yes NO Able to provide insights into how self-assessment can contribute to managing stress.
Yes NO Emphasize the importance of seeking feedback to improve well-being and performance.
Yes NO Describe how feedback can be utilized to address stress and emotional concerns.
Yes NO Discuss strategies including referrals for identifying and addressing stress in line with organization policies and procedures.
Yes NO Demonstrate an understanding of proposing support measures for areas of need.
Yes NO Convey genuine concern and empathy throughout the role play.
Yes NO Able to offer reassurance and support to Sarah, creating a positive and caring environment.
Yes NO Overall Comments/ Feedback
Provide your Comments here:
CANDIDATE DECLARATION
By signing this declaration, I confirm that I have completed the tasks outlined in this Observation Form according to the descriptions I have provided above.
I further confirm that the information above is true and accurate.
Candidate name: Candidates signature
Date signed:
Assessor Declaration
By signing here, I confirm that I have observed the candidate, whose name appears above, during the meeting and perform/demonstrate the skills outlined in this Observation Form (as shown in the video recording).
I further confirm that the information recorded on this Observation Form is true and accurately reflects the candidates performance during the meeting (as shown in the video recording).
Assessors signature Assessors name Assessor Comments: Date signed Case Study 2 Supporting a Colleague through Grief and Depression at Harmony Care
Introduction:
Harmony Care is a community services organization dedicated to providing support to vulnerable individuals and families within the community. The organization's projects often require high attention to detail and effective communication among team members. This case study revolves around a colleague named Alex, who has been experiencing depression and grief due to the tragic loss of his younger brother in a motorcycle accident. Alex was very close to his brother, who was an avid motorcyclist and met with a fatal accident during a competition.
Scenario
Alex's younger brother, Michael, was an enthusiastic motorcyclist who had a passion for racing. During a high-stakes competition, Michael's bike skidded uncontrollably, resulting in a serious accident. Despite immediate medical attention, Michael's injuries were severe, and he could not be saved, leaving Alex devastated by the sudden loss of his beloved brother.
Following the tragic incident, Alex's colleagues at Harmony Care noticed significant changes in his behavior. He appeared visibly withdrawn, lacked his usual energy and enthusiasm at work, and often seemed lost in thoughts. He also started taking frequent breaks and avoided engaging in office conversations, which was a noticeable departure from his previous sociable and proactive nature.
You are one of the Alexs close colleagues who work with him and you are concerned about his wellbeing and you decide to talk to him.
Task 2.1
Question 1
Describe how you would monitor the emotional wellbeing of your colleague Alex in the above case study.
Question 2
Describe three (3) actions you would take according to organisations standards and procedures if your colleague Alexs symptoms are not under control.
Question 3
Describe three (3) practices you can use in the workplace that acknowledge diversity and inclusion when dealing with stress. Write your answer in 30-40 words for each practice.
Question 4
In the given scenario, what are four (4) behavioural changes in Alex that may serve as warning signs of him experiencing grief following the loss of his younger brother in the motorcycle accident?
Task 2.2 Role Play
Steps to take:
Consider the case study scenario 2 to conduct this role play task. For role play you will need a volunteer who will role play Alex.
This activity requires you to provide ongoing support to Alex to address and monitor his stress and emotional wellbeing.
Locate the Observation Checklist 2.2 Assessors Use Only in the following pages.
The Observation Checklist outlines skill requirements that you will need to demonstrate during the role play activity. Review all the skill requirements in this checklist before starting the role play so you can prepare.
Your supervisor or endorsed observer must be present as you complete this task at the service.
Seek advice or assistance from your supervisor as required.
Video record the meeting if not done in simulation class. Your recording must not be longer than 15 minutes. Ensure that you have demonstrated all the skill requirements outlined in the Observation Checklist Assessors Use Only.
Evidence submitted
Video Recording if applicable.
(If this is done as class activity, video recording is not required. Please ensure you still need to submit a signed copy of the observation checklist signed by your trainer/ assessor)
Observation Checklist 2.2 (Assessors Use Only)
OBSERVATION CHECKLIST ASSESSORs USE ONLY
Candidate name Candidate number Date completed Observation Checklist Outcome
Did the candidate demonstrate the following during the meeting? YES/NO
Demonstrate empathy and concern during the conversation with Colleague Alex
Yes NO Show attentiveness and active listening to Alex's responses.
Yes NO Respond appropriately to Alex's indications of stress and emotional challenges.
Yes NO Offer guidance or support that aligns with organization standards and procedures.
Yes NO Create a non-judgmental and open environment for Alex to express his feelings.
Yes NO Explain how organisational standards relate to managing stress and emotional well-being.
Yes NO Candidate mentions the importance of self-assessment in understanding one's own emotions and stress levels.
Yes NO Able to provide insights into how self-assessment can contribute to managing stress.
Yes NO Emphasize the importance of seeking feedback to improve well-being and performance.
Yes NO Describe how feedback can be utilized to address stress and emotional concerns.
Yes NO Discuss strategies including referrals for identifying and addressing stress in line with organization policies and procedures.
Yes NO Demonstrate an understanding of proposing support measures for areas of need.
Yes NO Convey genuine concern and empathy throughout the role play.
Yes NO Able to offer reassurance and support to Alex by creating a safe and supportive space for Alex to discuss his feelings and challenges.
Yes NO Overall Comments/ Feedback
Provide your Comments here:
CANDIDATE DECLARATION
By signing this declaration, I confirm that I have completed the tasks outlined in this Observation Form according to the descriptions I have provided above.
I further confirm that the information above is true and accurate.
Candidate name: Candidates signature
Date signed: Assessor Declaration
By signing here, I confirm that I have observed the candidate, whose name appears above, during the meeting and perform/demonstrate the skills outlined in this Observation Form (as shown in the video recording).
I further confirm that the information recorded on this Observation Form is true and accurately reflects the candidates performance during the meeting (as shown in the video recording).
Assessors signature Assessors name Assessor Comments: Date signed
Task 2.3 Debriefing (Role Play)
The student is required to facilitate at least 1 structured debriefing following an incident involving stress and identified colleagues requiring additional support and referred in accordance with organisation guidelines.
For this task consider the scenario provided in case study 2 Supporting a Colleague through Grief and Depression at Harmony Care for carrying out the debriefing.
This part of the assessment is a Role Play Activity.
In this Role Play Activity, you are required to facilitate structured debriefing for Alex, your colleague and provide him necessary support in accordance with organisation guidelines.
Steps to take:
Follow the steps below to complete this activity. Ensure that you read all the steps carefully before proceeding.
To complete this part of the assessment, you will need
Two (2) volunteers who will role play Alex and EAP Coordinator
Video camera or a mobile phone with video and audio recording capabilities
(If this is done as class activity, video recording is not required. Please ensure you still need to submit a signed copy of the observation checklist signed by your trainer/ assessor)
Policies and procedures handbook of your Organization (Harmony Care Policies and Procedures for handling critical incidents)
Locate the Observation Checklist 2.3 Assessors Use Only in the following pages.
The Observation Checklist outlines skill requirements that you will need to demonstrate during the role play activity. Review all the skill requirements in this checklist before starting the role play so you can prepare.
Your supervisor or endorsed observer must be present as you complete this task at the service.
Debriefing Session:
i. Provide a copy of the scenario to Alex, your volunteer.
ii. Refer to Harmony Care policies and procedures for conducting debriefing session.
Conduct debriefing session with Alex by setting the environment and actively listening to his feelings and thoughts.
Seek advise or assistance from your supervisor as required.
Video record the meeting. Your recording must not be longer than 15 minutes. Ensure that you have demonstrated all the skill requirements outlined in the Observation Checklist Assessors Use Only.
Evidence submitted
Video Recording if applicable
Debriefing Template
(If this is done as class activity, video recording is not required. Please ensure you still need to submit a signed copy of the observation checklist signed by your trainer/ assessor)
After completing the debriefing session, complete the debriefing template provided in the following pages.
Facilitated Structured Debriefing Following Incident - Template
Date of Debriefing: Facilitator
[Your Name] Incident Details
(Briefly describe the incident that prompted the need for a structured debriefing) Colleague(s) Involved Name: [Colleague 1's Name]
Role/Position: [Colleague 1's Job Title]
Level of Support Required: [e.g., Emotional support, counseling] Name: [Colleague 2's Name]
Role/Position: [Colleague 2's Job Title]
Level of Support Required: [e.g., Referral to Employee Assistance Program (EAP)]
Debriefing Objectives
(State the objectives of the structured debriefing session) Stressors and Coping Mechanisms
(List down the stressors and challenges faced during the incident by the colleague)
(List down the coping mechanisms they used or would like to explore in the future)
Reflective Behavior Strategies
(Suggest reflective behavior strategies to help colleagues gain insights into their emotional responses.) Addressing Support Needs
(List down the resources or services you can recommend to colleague to help them cope better) Referrals and Follow-up services
(Services you would refer the colleague to) Closing the Debriefing
(Provide a Summary highlighting the key points discussed during the session.)
Post-Debriefing Reporting
(Document any additional insights what went well, what did not and actions taken, observations, or follow-up plans discussed during the debriefing) Follow-up Plan
Outline the follow-up plan for providing ongoing support to the involved colleagues Student's Reflection
(Reflect on your experience as the facilitator of the structured debriefing. Write in brief challenges faced and lessons learned during the process)
Observation Checklist 2.3 (Assessors Use Only)OBSERVATION CHECKLIST ASSESSORs USE ONLY
Candidate name Candidate Number Date completed Observation Checklist Outcome
Did the candidate demonstrate the following during the meeting? YES/NO
The debriefing session was scheduled promptly and in accordance with Harmony Care's policies for handling critical incidents.
Yes NO Demonstrated empathy, active listening, validation and normalization while supporting his emotional needs.
Yes NO The facilitator was prepared with the necessary resources and information to conduct the debriefing effectively.
Yes NO The Debriefing session was arranged promptly after the tragic incident, allowing Alex sufficient time to process his emotions and experiences.
Yes NO Created environment conducive to open and honest sharing (e.g., private, comfortable, and free from distractions)
Yes NO Create a safe space where Alex felt comfortable expressing their feelings and concerns.
Yes NO Employ effective techniques to encourage Alex to explore his emotions and experiences related to the incident.
Yes NO Discuss coping strategies that Alex has been using to navigate through his grief. Encourage him to share what has been helpful and what he might need additional support with.
Yes NO Use of appropriate methods (e.g., active listening, reflective questioning) to promote reflection and processing of emotions.
Yes NO Use of open-ended questions to encourage Alex, to express his concerns and emotions freely.
Yes NO Use of sensitive and supportive questions, allowing space for Alex to share his thoughts.
Yes NO Inform Alex about the organization's Employee Assistance Program (EAP) or any other resources available to employees for emotional support and counseling.
Yes NO Attentive to signs of distress or emotional instability among colleague.
Yes NO Respond appropriately to any indicators of risk, ensuring that safety measures were taken as necessary.
Yes NO Maintain proper documentation of the debriefing session, including key points discussed and any action plans identified.
Yes NO Submitted report to the relevant authorities or management following Harmony Cares reporting procedures.
Yes NO Identify colleagues, especially Alex, who might require additional support beyond the debriefing session.
Yes NO Made appropriate referrals to counseling services or support resources, as per Harmony Cares guidelines.
Yes NO Completed the debriefing template appropriately.
Yes NO Overall Comments/ Feedback
Provide your Comments here:
CANDIDATE DECLARATION
By signing this declaration, I confirm that I have completed the tasks outlined in this Observation Form according to the descriptions I have provided above.
I further confirm that the information above is true and accurate.
Candidate name: Candidates signature
Date signed: Assessor Declaration
By signing here, I confirm that I have observed the candidate, whose name appears above, during the meeting and perform/demonstrate the skills outlined in this Observation Form (as shown in the video recording).
I further confirm that the information recorded on this Observation Form is true and accurately reflects the candidates performance during the meeting (as shown in the video recording).
Assessors signature Assessors name Date signed Record of Assessment (Assessors Use Only)
RECORD OF ASSESSMENT
Candidates Name Candidates number RTO Name Assessors Name Unit of Competency CHCMGT005
Facilitate workplace debriefing and support processes (Release 2)
Knowledge Assessment S NYS
Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question 10 Question 11 Question 12 Question 13 Case Studies S NYS
Task 1.1 Task 1.2 Task 2.1 Task 2.2 Task 2.3 Rules of Evidence S NYS
All knowledge and skills evidence submissions are valid All knowledge and skills evidence submissions are authentic All knowledge and skills evidence submissions are sufficient All knowledge and skills evidence submissions are current Overall Result for the Relevant Workbook/s Satisfactory Not yet satisfactory
Assessment Workbook Assessors comments/feedback
FORMTEXT
Assessor Declaration
I declare that the results recorded in this Record of Assessment are true and accurate.
Assessors name FORMTEXT Assessors signature
FORMTEXT
Date signed FORMTEXT End of Record of Assessment (For the Assessors Use Only)
IMPORTANT REMINDER
The candidate must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the unit(s) relevant to this workbook.
To award the candidate competent in the unit(s) relevant to this workbook, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.
End of Document
