Assessment Workbook 2 for CHC52015 Diploma of Community Services - Society and Diversity

Assessment Workbook 2 for CHC52015 Diploma of Community Services specialising in Case Management covering units CHCDEV002, CHCDIV003, and CHCCOM003. Includes knowledge assessment and project assessment methods.

CHC52015 Diploma
of Community Services
Specialising in Case Management
Society and Diversity
Version 1.1 Produced 01June 2018
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may be reproduced or distributed in any form or by any means, or stored in a database or retrieval
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prior written permission of
Compliant Learning Resources
Assessment Workbook 2

Version control & document history
Date Summary of modifications made Version
16 January 2017 Version 1 final produced for course
launch. 1.0
01 June 2018 Removed link for KA Part 2
Question 22 Item B 1.1
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TABLE OF CONTENTS
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INTRODUCTION..............................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT..............................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING................................................................5
THE DIMENSIONS OF COMPETENCY.............................................6
REASONABLE ADJUSTMENT..........................................................7
THE UNITS OF COMPETENCY........................................................9
CONTEXT FOR ASSESSMENT...............................................................10
ASSESSMENT REQUIREMENTS.............................................................10
ASSESSMENT METHODS.....................................................................11
RESOURCES REQUIRED FOR ASSESSMENT.............................................12
ASSESSMENT WORKBOOK COVER SHEET..............................................13
KNOWLEDGE ASSESSMENT.................................................................14
Part 1: Manage and Promote Diversity................................14
Part 2: Sociological Factors in Community Work and Services
............................................................................................. 27
Part 3: Workplace Communication Strategies.....................38
PROJECT.......................................................................................... 45
WORKBOOK CHECKLIST.....................................................................53
FEEDBACK........................................................................................ 54
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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 Project 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.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets
the criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at
the beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as
many elements and/or units of competency as is feasible at
one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person
to perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that
are clearly stated for the trainer and learner. Assessable
outcomes are tied to the relevant industry competency
standards where these exist. Where such competencies do
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not exist, the outcomes are based upon those identified in a
training needs analysis.
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other
learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
- Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
- Assessment must include the combination of knowledge
and skills with their practical application.
- Assessment, where possible, must include judgements
based on evidence drawn from a number of occasions
and across a number of contexts.
 Assessment must be reliable
- Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions
in a consistent manner.
- Assessors must be trained in national competency
standards for assessors to ensure reliability.
 Assessment must be flexible
- Assessment, where possible, must cover both the on
and off-the-job components of training within a course.
- Assessment must provide for the recognition of
knowledge, skills and attitudes regardless of how they
have been acquired.
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- Assessment must be made accessible to learners
though a variety of delivery modes, so they can proceed
through modularised training packages to gain
competencies.
-
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- Assessment must be mutually developed and agreed
upon between assessor and the assessed.
- Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result
of challenge.
(Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 – 1.12)
The rules of evidence (from Training in Australia by M Tovey, D
Lawlor)
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
- Evidence gathered should meet the requirements of
the unit of competency. This evidence should match or
at least reflect the type of performance that is to be
assessed, whether it covers knowledge, skills or
attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It
is imperative that enough evidence is gathered to
satisfy the requirements that the learner is competent
across all aspects of the unit of competency.
 Authentic
- When evidence is gathered the assessor must be
satisfied that evidence is the learner’s own work.
 Current
- This relates to the recency of the evidence and
whether the evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland
VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the
learning environment or making changes to the training delivered to
assist a learner 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 make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with
a disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as
those without a disability.
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 prior to enrolment and during
the course
 monitoring the adjustments to ensure learner 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
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screen readers, magnifiers, voice recognition software, alternative
keyboards, devices for grasping, visual alert systems, digital note takers.
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment
evidence must not impact on the standard expected by the workplace, as
expressed by the relevant Unit(s) of Competency. E.g. If the assessment
was 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.
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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:
CHCDEV002 – Analyse impacts of sociological factors on clients in
community work and services
1. Identify social and cultural issues impacting on clients in
Australian society
2. Analyse impacts of social and cultural factors on clients
3. Monitor impact of social and cultural factors on community
work and services provided to clients
CHCDIV003 – Manage and promote diversity
1. Research diversity in the workplace
2. Foster diversity
3. Adapt communication strategies
4. Contribute to workplace diversity policies and procedures
CHCCOM003 – Develop workplace communication strategies
1. Develop communication strategies
2. Establish communication protocols
3. Promote the use of communication strategies
4. Review communication practices
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au
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CONTEXT FOR ASSESSMENT
To complete the assessments in this workbook, students 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:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied in understanding
the tasks described in the elements
3. 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
CHCDEV002
CHCDIV003
CHCCOM003
Knowledge assessment   
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Project 
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ASSESSMENT METHODS
There are seven (7) Assessment Workbooks for the course. Six (6) of
which are Theory Workbooks and one (1) is the Skills Workbook. This is
Workbook 2.
Theory Workbooks
The Theory Workbooks use the following assessment methods:
1. Knowledge assessment – A set of generic and workplace questions
testing the student’s general knowledge and understanding of the
general theory behind the unit.
2. Project – Set of interrelated tasks or activitiescompleted according
to set instructions and guidelines to meet the requirements of the
relevant units. These tasks and activities do not require you to have
access to a workplace.
The theory workbooks in this course are as follow:
Workbook 1 – Legal and Ethical Compliance
Workbook 2 – Society and Diversity
Workbook 3 – Personal and Professional Development
Workbook 4 – Case Management Part I: Working with Clients
Workbook 5 – Case Management Part II: Working with Peer Case
Workers
Workbook 6 – Program Development
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Skills Workbook
The Skills Workbook contains the practical assessment which covers all
units of competency of CHC52015 Diploma of Community Services
Specialising in Case Management.
These practical assessment activities will be completed during the course
of your Vocational Placement.
You should not commence with the Skills Workbook until you have
completed the six (6) theory workbooks and have received
feedback from your assessor.
The assessment method used in the Skills Workbook includes:
1. Practical Assessment – a set of tasks or activitiescompleted
according to set instructions and guidelines to meet the
requirements of the relevant units. These tasks and activities
require you to have access to a workplace.
The skills workbook in this course is:
Workbook 7 – Skills Workbook
RESOURCES REQUIRED FOR ASSESSMENT
Assessor to provide:
 Information about work activities, as necessary.
The student to provide:
 Computer with internet and email access and a working web
browser
 Installed software: MS Word, Adobe Acrobat Reader
 Three (3) volunteers who have access to email services
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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 2
TITLE: Society and Diversity
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been
made aware of my rights and responsibilities as an assessment
candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according
to the instructions provided and I am aware that my assessor
will not assess work that cannot be clearly identified and may
request the work be resubmitted according to the correct
process.
 This work is my own and contains no material written by
another person except where due reference is made. I am aware
that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name : Signature: Date:
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KNOWLEDGE ASSESSMENT
Part 1: Manage and Promote Diversity
1. Which three (3) statements below are true about the impact of
cultural awareness, cultural safety, and cultural competence on
leadership and management practice?
☐
a. Cultural awareness enables the use of effective
communication with the team by being sensitive to the
similarities and differences that exist between two
different cultures.

b. Culturally competent leaders and managers are
prepared to guard against accepting their own
behaviours, beliefs, and actions as the norm.

c. Leaders and managers must be trained to be experts in
every culture to be culturally aware, competent, and
sensitive.
☐
d. Making assumptions about cultural influences and
applying generalisation to individuals can increase
knowledge and understanding of a member’s cultural
background.

e. Working from the cultural perspective of the other
person, and not from one’s own perspective involves
recognising, respecting and nurturing the unique
cultural identity of a person, and safely meeting their
needs, expectations and rights.
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2. Select three (3) statements that best describe diversity.
 a. Diversity is a state of being valued, respected, and
supported.
☐ b. Diversity is about ethnic food celebrations and ethnic
holidays.
 c. Diversity is the difference in the values and practices
associated with groups of people from specific backgrounds.
☐
d. Diversity means respect for, and appreciation of, differences
in ethnicity, gender, age, national origin, disability, sexual
orientation, and religion.
 e. Diversity means understanding that each individual is
unique and recognizing our individual differences.
3. Whichfive (5) concepts below are related to diversity?
☐ a. Employment status
 b. Ethnicity
 c. Gender
 d. Languages
 e. Learning styles
 f. Spiritual belief
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4. Match the following areas of diversity to their characteristics. Write
the letter of your answer in the spaces provided.
a) Culture
b) Disability
c) Ethnicity
d) Gender
e) Generational
f) Race
g) Religious or spiritual
beliefs
h) Sexual identity
i) Sexual orientation
G i. A learned and shared set of values, symbols, way of life
in a society.
C ii. Belongingness to a social group that has a common
cultural tradition.
F iii. Used to define a group of people according to their
common physical characteristics.
E iv. This is characterised by a group of people composed of
individuals from different age groups.
B
v. Refers to a person’s total or partial loss of bodily or
mental functions, body parts, or an illness or disorder
affecting a person’s functions.
I vi. It is how the person sees oneself as either male or
female, and how one’s self is presented to others.
H vii. Refers to the person’s identity in terms of emotional or
physical attraction based on their gender.
D viii. The social identity of being male or female.
A ix. The practice of a person’s faith that has impact on one’s
values or way of life.
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5. Select four (4) statements which correctly describe the benefits of
workplace diversity.
☐ a. Access to a broader range of ideas and approaches
 b. Better relationships with clients and stakeholders
 c. Creation of a harmonious and supportive work environment
 d. Improved client service through greater understanding of
clients’ diversity and needs
 e. Resistance to the changing social and cultural makeup of
the workplace
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6. The following are terms relating to diversity in terms of sexual
orientation and sexual identity. Match each term with its correct
definition by writing the letter of your answer in the spaces provided.
a) Bisexual
b) Gay
c) Heterosexual
d) Intersex
e) Lesbian
f) Transgender
C i. Person who is emotionally or physically attracted to the
opposite sex or gender.
F ii. Person who identifies to a gender that is different from
their current anatomy.
B iii. Person, usually male, who is emotionally or physically
attracted to people of the same gender.
A iv. Person who is emotionally or physically attracted to both
male and female.
E v. A female who is emotionally or physically attracted to other
females.
D vi. Refers to people who are born with genetic, hormonal or
physical sex characteristics that are not typically male or
female.
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7. List the six (6) barriers to inclusivity in the workplace.
Age
Ability
Gender
Religion
Sexual orientation
Background
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8. Differentiate direct discrimination from indirect discrimination.
a. Briefly define direct and indirect discrimination.
Guidance: Keep your answers to no more than 50 words each.
b. Cite examples of direct and indirect discrimination. Provide two
(2) examples for each.
Direct Discrimination Indirect Discrimination
Definition
It involves openly
criticising the people that
belong to a different race
or ethnic class
It involves discrimination
based on different race or
ethnic class that involve
quite rejection of the
people from workplace
without providing proper
and legal reasons
Examples
(Provide 2 each)
Bullying or abusing
Making direct racial
comments and jokes
Showing discomfort during
the presence of these
people
Rejecting applicants
without any proper
reasons
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9. Briefly explain how diversity practices and experiences affect each of
the following:
a) Personal behaviour
b) Interpersonal behaviour
c) Perception
d) Social expectation of self
e) Social expectation of others
Guidance: Keep your answer to no more than 100 words.
Personal behaviour
Personal behaviour of people changes if diversity
policies are not imposed. This includes an urge
to bully the people or make comments that
directly criticise the race or diversity of the
person
Interpersonal
behaviour
Interaction between two people changes after
identifying the change in the diversity between
people. This may lead to negative influence at a
work place
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Perception
Perception is based on the stereotyping of the
people based on the race and the culture from
which they belong. This involves judging a
person based on the languages used as well as
the culture that follows
Social expectation of
self
This can be related to the perception of the
people that also involve identifying the
expectations that one has from themselves. It
involves identifying any changes that need to be
made so that they can be a part of the society
Social expectation of
others
This involves fulfilling the expectations of others
in terms of the social stature and the manner in
which expectations can be gained from the
analysis of the cultural background. People from
other cultures may expect similar behaviour from
people of other cultures
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10. Answer the questions below regarding diversity practices.
a. List five (5) pieces of federal legislation that inform organisational policies
and procedures regarding discriminationin the workplace.
 Australian Human Rights Commission Act 1986
 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
b. Briefly explain how equal employment opportunity upholds human rights.
Guidance: Keep your answer to no more than 50 words.
Equal employment opportunity denotes the rights of the humans in
terms of gaining proper opportunity in the employment sector. This
involves understanding the requirements of the employees and
providing them with similar tasks and wages so that they can be
treated as equal
c. Identify one (1) piece of legislation that upholds equal employment
opportunity.
Equal Employment Opportunities (Commonwealth Authorities) Act,
1987
d. List three (3) ways in which an organisation’s management can avoid the
indirect discrimination of their staff and clients.
 Regular monitoring
 Regular auditing of the members
 Providing a no-tolerance policy
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e. List two (2) cross-cultural communication strategies and explain how this
can be practised in the workplace.
Active listening can help in understanding the language by the
repetitive words that can be considered as common in the language
and the topic of communication. This can bridge the gap between
cultures
Refraining from being judgmental can help in understanding the
people and the perception they have on the cultural aspects
11. Cite three (3) ways an organisation can ensure they provide
effective and equitable activities to diverse clients.
Ensure that every client is paid special attention
Provide similar prices of products to the clients
Maintain regular contact with the clients
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12. Cite three (3) Social Inclusion Principles and briefly explain how
each can be practised in the workplace using your own words.
Reducing disadvantages can help in gaining equitable benefits and
services for every client
Increase in economic, civil and social participation can help in active
participation of the people
Building partnerships with stakeholders can help in the growth of an
organisation
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13. Describe the role of leaders and managers in encouraging
inclusivity in work practices and service delivery. Include in your
description how these leaders and managers ensure effective and
equitable activities to diverse clients, including how cross-cultural
communication strategies are integrated into the organisation’s
planning and work practice.
Guidance: Keep your answer to no more than 100 words.
Leaders and managers can help in maintaining inclusivity at workplace
by encouraging employees to interact with one another. The interaction
that takes place can help in maintaining the diverse activities that exist
within an organisation. Leaders and managers can provide training to
the employees so that discrimination in any form does not take place
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Part 2: Sociological Factors in Community Work and
Services
14. Describe three(3) consequences a person may experience or might
be susceptible to when they are unemployed. Include in your answers
one (1) consequence of long term unemployment.
Guidance: Keep your answers to no more than 50 words.
Hamper in career growth
Tendencies to act violently
Less generation of income
15. Answer the following questions about social classes.
a. List the five (5) observable classes in Australian society.
 Established affluent class
 Emergent affluent class
 Mobile middle class
 Established middle class
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 Established working class
b. Which social class or classes do a majority of Australians view themselves
in?
 Mobile middle class
 Established middle class
 Established working class
c. What are two (2) top reasons that Australians think are why people become
homeless?
Increased number of migrants
Unemployment as rent cannot be paid
d. Where do most Australians think the homeless sleep? Identify only the top
answer.
In abandoned places such as dumpsters or nearby rivers
e. Where do most homeless Australians actually sleep? Identify only the top
answer.
Large cities like Sydney, Melbourne, Brisbane
f. Give three (3) reasons or factors that cause people to form stereotypes.
Association with different culture people
Perception of mind
Presentation of a person with different culture as an alienated
person
g. What is the impact of stereotypes on society? List three (3) effects of
stereotypes.
Guidance: Include one (1) example for each of your answers.
Termination from work
Example: People indulging in stereotypes can be terminated on
grounds of ethical misconduct
Side lining the person
Example: People caught stereotyping can be forced to leave the
society
Violation of ethical codes that may lead to penalty from the law
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Example: Legal laws state that direct stereotyping can be punishable
under the Australian Act
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16. Give three (3) examples of social institutions and three (3)
examples of cultural institutions. Then, explain why each of these are
important to Australian society.
Guidance: Describe the functions of these institutions. Keep your
answers between 30 to 50 words each.
SOCIAL INSTITUTIONS WHY THESE ARE IMPORTANT TO AUSTRALIAN SOCIETY
Churches Helps to identify the religion of every people
Museums Helps to understand the culture and history of
different countries
Libraries Helps to provide knowledge about the history
and evaluation of cultures
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CULTURAL INSTITUTIONS WHY THESE ARE IMPORTANT TO AUSTRALIAN SOCIETY
Archives Contains pictures of different cultural people
Art gallery Contains paintings by famous authors that
depict the culture of a country
Sports arena Brings about people from various cultures in
terms of sports
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17. Read the following document from the United Nations.
(Hold down the Ctrl key and click the link below):
Concepts of Inequality
Development Issues No. 1
Explain how inequality of outcomes and inequality of opportunity
affect individuals and society. Your explanation must include:
 The definition of inequality of outcomes
 The definition of inequality of opportunity
 How these two concepts affect the individual
 How these two concepts affect society
Guidance: Keep your answer to no more than 150 words.
Inequality of outcomes occurs at a time when people do not possess
similar level of material wealth or economic living condition. On the
other hand, inequality of opportunity occurs provides people with an
opportunity to choose one form of life over the other. These two
concepts affect the individual as the economic condition forces a person
to lead a life that they are provided. In the case of society, changing of
societal norms can help in ensuring that society accepts the individual
in a manner that they find capable of living. Hence, conflict of interests
remain between the individual as well as the society
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18. Experiences of inequality
a. List four (4) possible factors that contribute to a client
experiencing inequality while availing of social services.
b. Describe how experiencing inequality while availing social
services can affect the client’s role in society.
Guidance: Keep your answer to no more than 100 words.
a. Factors that contribute to a client experiencing inequality while
availing of social services
Stereotyping
Perception
Type of dress
Language used
b. How this experience of inequality can affect the client’s role in
society?
The client can feel as an outcast due to the absence of support from
neighbours in the business. This may lead to frustration among the
clients and may drive the client to the point of insanity
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19. Briefly explain how the following impact social policy:
a. Political theory
b. Economic theory
Guidance: Keep your answers to no more than100 words each.
a. Political Theory
This includes the legislation and the decisions of the Government.
Freedom of factors may be restrained that may have a negative
impact on the society
b. Economic Theory
The economic theory includes the restraints of the people in terms
of the economic condition of the place. Hence, growth of the
society may be restrained because of it
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20. Identify two (2) political systems and four (4) economic systems
that underpin social policy, and briefly describe each.
Guidance: Keep your answers to no more than100 words each.
Political Systems Description
Democracy Allows every individual to participate in social
activities
Monarchy A ruler chosen that directs the activities of a
society.
Economic Systems Description
Traditional economic
system
It is the most ancient and effective economic
system in a society
Command economic
system
It provides centralised control and command
over the existing economy
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Market economic
system
It provides a free market system which provides
entry of any type of business
Mixed economic
system
This type of system is free from Government
interference
21. Identify two (2) specific policy decisions you have observed in the
community, and briefly explain how these impact community work.
Guidance: The policy decisions you identify must relate to social
issues. Keep your answers between30 to 50 words each.
Policy Decisions Impact on Community Work
Distributive policy Provides benefits to the citizens in terms of tax
abatements and firm subsidiaries
Regulatory policy Maintain order and prohibit behaviours that are
danger to the society
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22. The Case Management Society of Australia (CMSA) is the sole
representative body of Case Management in Australia and New
Zealand.
Access their website by clicking the link below while holding the Ctrl
key:
Case Management Society of Australia
Answer the questions below.
a. What is CMSA’s definition of a “case manager”?
Case managers are people that are assigned important managerial
roles that take into account cases involving health, education and
research developments of the people
b. Identify three (3) guiding principles that are relevant in upholding the
safety of clients.
Safety plans
Policy and procedure to execute the plan
Training and induction
c. Identify the six (6) primary steps in the case management process, as
stated in the CMSA Standards of Practice for Case Management.
 Client identification
 Assessment and opportunity identification
 Development of case management
 Implementation
 Monitoring and evaluation
 Closure
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d. Identify seven (7) reasons for case management termination, as stated in
the CMSA Standards of Practice for Case Management.
 Client lost to care or does not engage in service
 Client chooses to terminate service.
 Client relocates outside of service area.
 Agency terminates as described in Policies and Procedures.
 Mutual agreement
 Client is no longer in need of service.
 Client completed case management goals
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Part 3: Workplace Communication Strategies
23. Identify political, economic, social, and technological factors that
affect communication strategies in the workplace.
Identify one (1) factor for each category below and briefly describe
how these affect communication in the workplace.
Political
Lack of support from Government
to set up proper communication
process which may lead to failure of
work
Economic
Inability to purchase
communication equipments hence,
backdated technologies can be used
Social
Support from the society can help
in the growth of the communication
items within the society
Technological
High technological method of
communication can help in the
growth of the equipments that may
improve the chances of positive
growth
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24. Picture yourself in an office setting where you must constantly
communicate with different stakeholders via email and telephone.
The organisation you work for offers social services to single mothers,
and your role is to find agencies that your organisation can partner
with to be able to provide as much help as possible to your clients. It
is important that you coordinate with your colleagues so that you
develop a register of references and agencies for the organisation as
a whole.
Name three (3) different stakeholders that you would be in constant
contact with, and identify your strengths, weaknesses, opportunities,
and threats pertaining to communication with them.
Guidance: Reflect on your own strengths, weaknesses, threats, and
opportunities. All answers must be in complete sentences. Do not
overgeneralise your answers. Add details.
1. Stakeholder: Longanlea Child Safety Service centre
Strength
Good communicator
Weakness
Poor knowledge about child support
Opportunity
To develop proper contact with
clients
Threat
Competitors within the child care
system
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2. Stakeholder: Aitkenvale Child Safety Service Centre
Strength
Good leadership
Weakness
Inability to convince clients
Opportunity
Develop my abilities
Threat
Similar competition from people of
different regions
3. Stakeholder: Child Safety Service Centre
Strength
Good knowledge of child care
support
Weakness
Perception of people may change
Opportunity
Establish leadership and
communication abilities
Threat
Excess competition
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25. Identify legislation, codes of practice, policies, etc. that guide how
a worker takes into consideration the following aspects of
communication.
Include a short description of how legislation, codes of practice,
policies, etc. guide the given aspects of communication.
Guidance: Keep your answers under 100 words each.
Aspect of
Communication
Legislation, Code of
Practice, Policy,
etc.
How the Legislation, Code of Practice,
Policy, etc. Guides the Aspect of
Communication
a. Privacy,
confidentiality,
and disclosure
Privacy Act
1998
Helps in retaining private
information of people
b. Discrimination
Australian
Human Rights
Commission
Act 1986
Helps in preventing
discrimination between clients
during communication
c. Duty of care
Duty of care
denotes the
health of the
people
residing in
Australia
It helps in maintaining the
health of workers within the
country
d. Mandatory
reporting
Provides an
opportunity to
report about
the daily
activities that
take place in a
community
Helps in understanding daily
routines based on the
compliance of acts
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e. Informed
consent
Important in
providing legal
consequences
of the people
within the
society
Helps in legalising the
contents so that people can
continue to grow by limiting
the amount of discrimination
within the organisations
26. Identify two (2) channels of communication that would be
appropriate for addressing each of the following concerns in the
workplace.
Special Communication Needs of Personnel
Direct communication
Indirect communication
Organisational Processes and Hierarchy
Emails
Notice boards
Official Communication Channels
Emails
Meetings
Existing Organisational Protocols and Etiquette for
Communication
Notice
Emails
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Office Emergency Protocols
Emails
Notice board
Crisis Communication Plans
Use of telecom
Emails
27. Identify three (3) principles of coaching and three (3) principles of
mentoring, and describe how each of these principles can be put into
practice.
Guidance: Identify only one (1) method of practice for each principle.
An example has been done for you.
Coaching Principles How these principles can be put into
practice
Coach the individual Adjust your coaching methods to suit the
different needs of each individual
Train the individual Provide training on the weak
activities of the individuals
Provide them with challenges Challenging scenarios can gain the
best practise out of the concerned
people
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Provide them with manual Ensure that proper coaching
manual is provided that is based on
the techniques
Mentoring Principles How these principles can be put into
practice
Mentors should acknowledge the
benefits they gain from the process of
mentoring.
Mentors should share to their mentees
how the mentoring process helps them
grow also.
Gain feedback on a regular basis Constant feedback need to be
recorded for continuous
improvement
Share experiences Mentors need to share experiences
that can help the candidates to
grow
Ensure that collaboration with the
coaches be maintained
Present mentors need to
collaborate with former coaches so
that abilities of a candidate can be
accessed
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PROJECT
Task 1
Consider the following scenario:
Cherry Grove Community Hospital is starting a hands-on
workshop for new mothers to educate them on the best
practices in raising and caring for their babies. The title of the
program is New Mothers Program. The New Mothers Program
will begin on Saturday, 8 April 20xx, at 9:00am and will
continue every first Saturday of the succeeding months. It will
be held in the Cherry Grove Community Auditorium.
You are one of the volunteers helping in the project. You are
assigned as the team head for communication, leading a small
group of five other volunteers.
As the head of the communications team, you are tasked to
develop a communication plan to promote the New Mothers
Program in Cherry Grove.
Cherry Grove is a big city with a population of 1.3 million
people and will require several channels of communication to
maximise your reach.
Develop a communication plan to promote the New Mother Program.
Take the following parameters into consideration:
 The program must be promoted through traditional and digital
media, including social media
 You must come up with the marketing plan that the group will
follow
 You must set out the etiquette expected on social media
 You must set out the budget needed to promote the event and
computations to reach the goal in profit Identify possible competitors or conflicts of interest
 You must develop evaluation methods to measure the success of
the project
Use the template in the following pages to guide you.
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COMMUNICATION PLAN
1. Project Details
Project Name New Mothers Program
Host / Organiser XXX
Launch Date and Time Saturday 8th April 20xx
Location Cherry Grove Community Auditorium
Target Audience New mothers
Mode of Delivery Social media
2. Media Platform and Marketing
Traditional Media to be
used (Identify two (2))
Where these will be posted or
distributed
(One (1) for each)
Type of audience
that this form of
media caters to
Television advertising At the auditorium New mothers
Print advertising At the auditorium and
hospital
New mothers
Digital Media to be used
(Identify two (2))
How often these will be shared
online, by whom, and to whom
Type of audience
that this form of
media caters to
Social media
marketing
Every hour by the volunteers
to the target audience
New mothers
Content marketing Every hour by the volunteers
to the target audience
New mothers
3. Etiquette
Etiquette to be observed when posting or distributing traditional media
(List two (2) Do’s and two (2) Don’ts)
DO’s
Mention every detail minutely
Ensure that target customers are reached easily
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Don’ts
Don’t be discriminated
Don’t miss out on any detail
Etiquette to be observed when posting or distributing digital media
(List two (2) Do’s and two (2) Don’ts)
DO’s
Mention every detail regarding the event
Create an attractive poster
Don’ts
Don’t be pose racial pictures
Don’t miss out on any detail
4. Supporting Resources and Information
Identify three (3) sources of information that guide you in implementing the
marketing campaign for the New Mothers Program – traditional and digital.
Post the links below:
https://www.childtrends.org/programs/community-mothers-programme
https://www.webmd.com/parenting/baby/nutrition-guide-new-moms
https://www.stanfordchildrens.org/en/topic/default?id=the-new-mother---
taking-care-of-yourself-after-birth-90-P02693
5. Budget for Marketing
Setting up the stage $200
Identifying communication channels $50
Creating account on social media $100
Identification of venue $60
Pre-booking the venue $500
Making tickets $200
Distribution of tickets $250
Arranging for food and water $400
Purchasing equipments $250
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Inviting paying the guests $1,000
TOTAL $3,010
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6. Potential Sponsors
You wish to present the New Mothers Program to possible sponsors, so that
they may help Cherry Grove Community Hospital shoulder costs. Identify a
possible sponsor from your community who might be interested and explain
how their investments would be returned from this endeavour. Include in your
explanation what you can offer the company or organisation in exchange for
their sponsorship. Use the following guide questions:
 Who will you ask for a sponsorship from?
 What are you asking from your sponsor? (Products, shouldering of costs,
money, services, etc.)
 What are you offering in exchange for the sponsorship?
The sponsorship can be asked from the Government so that the event can be a
success. The sponsor can assist with as well as help in inviting the guests by
using its influence. In exchange the sponsor can get 20% of the profits made by
the company from the event
7. Parameters of Success
Describe two (2) measures of success for your marketing campaign. Make sure
to define objective parameters that would deem your marketing strategies
effective.
Response of the people
Feedback provided in the social media
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8. Competitors and Conflicts of Interest
Identify three (3) possible competitors or conflicts of interest for the New
Mothers Program
Conflict of interest in terms of legality of the event
The contents to be promoted in the event
The manner in which the event can be presented in front of audiences
residing in remote areas
Task 2
Summarise your communication plan by breaking down the information
from Task 1 into processes and protocols.Present this to the marketing
for the New Mothers Program through an email.Read the instructions
below.
Instructions:
Write an email below demonstrating how you would email actual
volunteers. This email must include the following:
 Asking volunteers to create or design assets (posters, flyers,
pictures, media content, etc.) for the New Mothers Program
 Summary of the program details
 How the volunteers will go about the marketing of the New
Mothers Program
o What media will be used – traditional and digital
o Where and how traditional media materials will be
distributed
o Where and how digital media materials will be shared
o Any additional help that will be hired or contracted
o Sponsors, if any
 Objectives of the marketing campaign
o Parameters of success
You may add additional information that is in line with the details you
have outlined in Task 1.
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To: Volunteers of the New Mother Program
From: XXX
Subject: Designing of New Mother Program
Message: It is a request to every volunteer to create posters and
designs that can help in the successful promotion of the New
Mother Program. Summary of the program details is that it
can help new mothers with the babies and the manner in
which they can manage the babies along with themselves.
Traditional as well as digital advertising will be used for the
event. Television, social media, print advertisements will be
used. The Government of the country is the sponsor for the
event. The parameters of success will be the response of the
customers
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Task 3
For this task, you will need three (3) volunteers who have access to email
services. Instruct these volunteers to pretend that they are part of the
pool of volunteers for the New Mothers Program from Task 1. Explain to
your volunteers beforehand the context of why you are sending them the
email and what you require from them. Read the instructions below.
Instructions:
Send the email you composed in Task 2 above to three (3) volunteers, as
if they are part of the pool of volunteers for the New Mothers Program
and picturing Chery Grove as their own city.
Explain to the three (3) volunteers that they do not have to execute
the marketing campaign. Rather, ask them for feedback regarding the
communication plan you came up with (i.e. the procedures and
instructions you included in your email). Some guide questions include:
 How effective will the communication plan be if it were executed in
your community?
 What are some challenges that this communication plan might
face?
 What do you think of the outlets / platforms used?
 Give your comments on the communication plan.
Save their feedback in separate documents and submit them with this
answered workbook. Use the following usernames:
CHC52015 Cluster 2 – Project – Task 3 – Feedback 1
CHC52015 Cluster 2 – Project – Task 3 – Feedback 2
CHC52015 Cluster 2 – Project – Task 3 – Feedback 3
To
Volunteer 1,2,3
The marketing campaign that was developed earlier does not need to be executed as a
comprehensive communication plan has been developed to address the issue. The
communication plan can help in reaching out to the customers about the requirements and
expectations from the organisation. However, feedback regarding the effectiveness of the
communication plan is welcomed so that it can be developed further for the benefit of the
organisation. Feedback can include answering questions such as the effectiveness of the
communication plan based on execution of it. Challenges faced by the communication plan,
and the platforms that can be used for the development of the plan. At the same time, other
comments on the communication plan can be welcomed as feedback.
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Thanking You
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Task 4
Summarise the feedback you received from the three (3) volunteers in
Task 3, and identify how you can improve on your strategies.
Record up to five (5) of what you consider the most critical comments you
received.
Feedback Ways to Improve
Use of social media Ensure that enough budgets exists
with the effective use of social
media
Preaching the plan to the public The communication plan can be
executed by effective application of
social media
Ensure that the plan is executed
after its implementation
The communication plan need to be
guided by experienced
campaigners during its
implementation
Involve the people and the
employees
The communication plan can have a
positive effect on the people if it
were implemented by the consent
of the people and the employees
within the organisation
Develop the communication plan in
a limited time
Ensure that the communication
plan be developed quickly so that
any changes required can be
implemented during its
demonstration with the audience
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WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review
the candidate’s submission against the checklist below:
The candidate has completed all the assessments in the
workbook and has submitted all of the required evidence:
Knowledge Assessment
Project
Task 1 – Communication Plan
Task 2 – Communication Plan Email
Task 3 – Volunteer Feedback
Filename:
CHC52015 Cluster 2 – Project – Task 3 – Feedback 1
CHC52015 Cluster 2 – Project – Task 3 – Feedback 2
CHC52015 Cluster 2 – Project – Task 3 – Feedback 3
Task 4 – Feedback Summary and Strategies for
Improvement
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment
tasks to be awarded COMPETENT for the units relevant to this
cluster.
To award the candidate competent in the units relevant to this subject,
the candidate must successfully complete all the requirements listed
above according to the prescribed benchmarks.
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FEEDBACK
Well done for finishing this workbook. We hope that what you
learn with us will open up new pathways of success in your life. At
Compliant Learning Resources, we continually strive to improve
our courses and heighten the learning experience for you. One way
we do this is by seeking feedback. Your experience is important to
us and we are very keen to hear any suggestions or complaints you
may have. Click on the button below to let us know what you think
of us and our course.
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