CHCCOM005: Learner Workbook - Communication in Health and Community

This document is a learner workbook for the CHCCOM005 unit, focusing on communication and work practices within health and community services. It includes assessment instructions, guidelines on plagiarism and collusion, information on competency outcomes, and details about the assessment appeals process. The workbook outlines various assessment methods such as direct observation, product-based methods, and third-party evidence. It emphasizes the importance of active participation, academic integrity, and confidentiality. The document also provides details on how candidates with special needs will be accommodated and the process for recognizing prior learning. Ultimately, it serves as a comprehensive guide for learners to demonstrate competency in communication within the health and community services sector.

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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DOCUMENT CODE: 107, VERSION: APRIL 2018
AUTHORISED BY CEO
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CHCCOM0O5
COMMUNICATE AND WORK IN HEALTH
OR COMMUNITY SERVICES
(Learner Workbook)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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DOCUMENT CODE: 107, VERSION: APRIL 2018
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CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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DOCUMENT CODE: 107, VERSION: APRIL 2018
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Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing 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 learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. 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.

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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. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We 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.

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs 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 .

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:
 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.

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Candidate Details
Assessment – CHCCOM005: Communicate and work in health or community
services
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for CHCCOM005: Communicate and work in health or community services.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s 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: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
Performing a work based skill or task
Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
Performing a skill or task that is asked of you
Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:
Assessment is required in the workplace
Where there are health and safety issues related to observation
Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in
the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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Assessment Level A
1. Communicate effectively with people
A1: Explain briefly:
a. List three attributes of both verbal and non-verbal communication.
b. Why should you demonstrate respect in your communications at work in the health and
community services?
(1.1)
Learner Response

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
A2: Give an example of a situation at work where you have communicated service information to
another person. Give details of the communication and how you made the information clear so this
could be understood.
(1.2)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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A3: How can you confirm a person has understood you? Provide four examples of actions you can
take.
(1.3)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
A4: Briefly describe to
a. Active listening
b. How to clarify meaning of received information during conversation with your clients
c. What factors should Ingrid consider in order to respond appropriately when communicating with an elder
person?
(1.4)
Learner Response

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
A5: Describe briefly
a) What precautions can you take to ensure confidentiality is kept during verbal communication?
Provide three examples.
b) Briefly describe a situation where you have exchanged information in the workplace. Provide
details of the timeframes and the confidentiality requirements that were needed.
(1.5)
Learner Response

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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2. Collaborate with colleagues
A6: Describe briefly
a) What information should you retain when receiving instructions? Provide three examples.
b) What information should you write down when receiving a message? Provide four examples.
(2.1)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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A7: List three typical lines of communication between service providers and explain how workers
can find out about the preferred lines of communication between service providers.
(2.2)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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A8:
a)Make a brief list of examples of the following:
 Workplace acronyms
 Workplace abbreviations
 Workplace slang
 Workplace sociolect.
Aim to give two to three examples for each.
For each example, give the term used and explain what it means or refers to.
b) Why are grammar, rate of speech and pronunciation important for verbal communication? (200
words)
(2.3)
Learner Response

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
A9: Identify three people/positions/roles that may be considered above you in the hierarchy of the
workplace.
Identify three people/positions/roles that may be considered below you in the hierarchy of the
workplace.
For each, briefly explain the communication protocols that apply in your interactions with them.
(2.4)
Learner Response

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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3. Address constraints to communication
A10: Identify three difficulties that you may experience at work and explain how you would deal
with each and report them.
(3.1)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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A11: Identify three common barriers to communication and write a short paragraph to describe each
barrier and what workers can do to overcome them. (Max 180 words in total)?
(3.2)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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A12: Give an example of a situation at work or home where you have successfully defused and
resolved an issue of conflict.
(3.3)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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4. Report problems to supervisor
A13:
a) What are the duty of care and legal requirements for your work role?
b) Think of an instance of an ethical dilemma you have experienced at work. How did you deal
with it, including discussions taken with your supervisor/manager to resolve this?
(4.1)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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A14: Give an example of each:
a) Breach in the duty of care
b) Non adherence to standard procedure
c) Adverse event
For each, explain the issue, how you would report it and to whom.
(4.2)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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A15:
a) What rights and responsibilities do you have as an employee? Provide three examples.
b) Suggest two responsibilities that a client has?
(4.3)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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A16: Imagine you are working in a community centre where clients are recovering from drug issues.
You are discussing options that should be taken regarding a new client with a colleague and cannot
come to an agreement on the approach to take. You feel that the colleague is becoming increasingly
frustrated and rude about the situation. When and how should you refer the issue or conflict to your
supervisor/manager?
(4.4)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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5. Complete workplace correspondence and documentation
A17: Give an example of a work report/documentation that you would need to fill out for your work
role.
Briefly explain what this is, when you would use it, and how this helps you and the service.
(5.1)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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A18: List four workplace documents workers can read to find out more about their role. Write a
short paragraph to explain the purpose of each document.
How can workers clarify their understanding of their job role?
(5.2)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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A19: You are working in aged care home and using digital media to send an email or searching work
related content on internet. Briefly explain your responsibilities?
How you will make sure you are following organisation communication policy & procedures?
(5.3 & 5.4)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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A20: When you are completing any incident form, what you will ensure to include so you can
provide clear, accurate and objective information to related staff members.
(5.5)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

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6. Contribute to continuous improvement
A21: Describe briefly
a) What might identify and implementing improved work practices include? Provide three
examples.
b) Identify two common areas in health and community care which could be improved.
(6.1)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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A23: There have been a number of complaints made from clients about the cleanliness of a premise
where you are a healthcare assistant. Floors are unclean, waste is building up, and infection rates
among residents are high.
Outline how you would promote changes to practices and procedures in the workplace. Suggest at
least two actions.
(6.2)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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A24: How would you seek feedback for developing your skills and knowledge at work and who
would you seek this from?
(6.3)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

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A25: You are working in a dementia ward of aged care home. You are struggling with managing a
resident / client who start displaying aggressive behaviour in day to day activities, and now you
want to improve your knowledge in terms of dementia management skill.
Briefly outline how you would consult with your manager about options for accessing skill
development opportunities. Identify at least two types of skill development options.
(6.4)
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

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AUTHORISED BY CEO
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Level “A” Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove their
competency across the entire unit?
Yes No
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has
been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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AUTHORISED BY CEO
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Learner is deemed: ☐ Not yet competent ☐ Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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DOCUMENT CODE: 107, VERSION: APRIL 2018
AUTHORISED BY CEO
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ASSESSMENT LEVEL B
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,
knowledge evidence
 Performance – evidence requirements, critical aspects of assessment, performance
evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.

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AUTHORISED BY CEO
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Section A: Skills Activity
The Foundation Skills describe those required skills (language, literacy, numeracy and employment
skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of
competency.
Therefore, there is no skills activity required for this unit, as they have been covered in the
previous activities.

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AUTHORISED BY CEO
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Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 Legal and ethical considerations in relation to communication
 Sources of information and the application of legal and ethical aspects of health and community
services work
 Ethical decision making and conflicts of interest
 Principles of effective communication, including models, modes and types
 Communication techniques
 Influences on communication
 Potential constraints to effective communication in health and community service contexts
 Health and community services industry terminology relating to role and service provision
 Importance of grammar, speed and pronunciation for verbal communication
 When and how to use and recognise non-verbal communication
 Structure, function and interrelationships between different parts of the health and community
service system
 Organisation structure and different models to support optimum client service
 Digital media and use in community services and health sector
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
B1. Provide at least four examples of legal and ethical considerations in relation to communication in health
or community services.
Learner Response

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AUTHORISED BY CEO
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Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B2. Suggest two criteria that the courts will use to determine breaches of duty of care.
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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AUTHORISED BY CEO
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B3. If tasked with assessing the health status of a client, what sources of information would you need to
review and why are they important? Provide two examples.
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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AUTHORISED BY CEO
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B4. Describe three potential causes of conflicts of interest in the workplace. How can they be avoided?
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B5. When collaborating with colleagues, what do you need to consider for effective communications?
Learner Response
Three potential causes of conflicts of interest in the workplace can be confidentiality,
relationship and financial. These conflicts in the workplace can be avoided with some
self-awareness. Working positively and engaging humor into the work can also be effective.
Seeking advice from the HR can also be helpful in this regard.
Effective communication with colleagues maximizes the work efficiency. The things need to consider to have an effective communication
with colleagues are below.
• Active listening.
• Speaking with discretion.
• Building trust.
• Keeping communication short as well as simple.
• Offering constructive criticism.
• Having a direct and face to face conversation.

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B6. In no more than 400 words, describe the following regarding communication techniques:
 The difference between motivational interviewing and coercive approach
 The difference between collaboration and confrontation.
Learner Response
Motivational interviewing is a collaborative conversation method in which a person’s own motivation is
strengthened. It is also a goal-oriented method of communication. Motivational interviewing generally
addresses the common problem of ambivalence about change. It is different from coercive approach as
it doesn’t impose change but supports it. In coercive approach, people are forced to make them feel that
change is important. But, in motivational interview, nothing is forced during interview.
Collaboration is basically an act of collaborating or getting together while doing something. In this
method a work is done in a joint venture. Whereas, in confrontation, it is an act of confronting or
challenging each other while doing any particular task. Confrontation refers to a face to face challenge.
In collaboration, two or more groups work together to achieve any goal but in confrontation two or more
groups challenge or oppose each other directly in order to achieve any goal.

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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DOCUMENT CODE: 107, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B7. Provide at least four different factors about the recipient that will influence your type of communication.
Learner Response
Factors about the recipient that can influence the type of communication are as follows.
1. Emotional intelligence as well as understanding power of the recipient.
2. Attitude and behavior of the recipient during the communication.
3. The knowledge of the recipient on the topic of communication also can influence the type of
communication.
4. Vocal tone is another factor in this regard.

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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DOCUMENT CODE: 107, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B8. Highlight two individual and two cultural differences that could act as a constraint to effective
communication.
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
Two individual differences that can act as constraint to effective communication are
1. Physical disabilities.
2. Lack of attention or interest.
Two cultural differences that can act as constraint to effective communication are
1. Language barrier.
2. Behavioral differences.

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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DOCUMENT CODE: 107, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
B9. List five examples of health and community services industry terminology relating to role and service
provision. Provide an explanation for each.
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B10. Briefly describe the importance of grammar, speed and pronunciation for verbal communication.
Learner Response
Examples of health and community services are as follows.
1. Ambulation- It is a technique of care in which patient can walk from place to place and also
get engaged in some light activity.
2. Personal care- all the patients get personal assistance from the nurses.
3. Housekeeping- managing the household works of patients who are unable to do.
4. Health policy development service- It is an effort to educate community about healthcare.
5. Enforcement of laws and regulation- In this way laws and regulations are set for quality care.
Improper use of grammar in verbal communication can change the meaning of a sentence.
Again in the verbal communication if the speaker speaks in a high speed then the listener will
not be able to understand. Pronunciation makes a word understandable. So, all of these are
important in verbal communication.

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DOCUMENT CODE: 107, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B11. When might you need to use non-verbal communication and how can this take place?
Learner Response
When face to face communication is not possible due to the distance between the
communicators then non-verbal communication is the only way to communicate. Again, if the
communicators are unable to communicate due to disabilities then also non-verbal
communication is used. It can take place by email, SMS or letter exchange.

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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DOCUMENT CODE: 107, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B12. Provide three examples of service providers in the health care system in Australia. What are their
functions and how do they interrelate?
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
Examples of service provider of healthcare system in Australia are:
1. The ambulance service provider- NSW ambulance
2. Local Hospital Networks (LHN), a group of local hospitals
3. Alpha Nursing- nursing service provider across the country
The main focus of healthcare service providers is to provide a safe and quality type healthcare
solution to all the patients living in that area. In this way they interrelate to each other.

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AUTHORISED BY CEO
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B13. Highlight four examples of the purposes of networks and networking in your organisation.
Learner Response
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B14. How can you contribute to continuous improvement for your benefit and for the benefit of the service?
Explain your answer in 300 words.
Learner Response
In an organization, there are various purposes of networking and networking which can be
beneficial. They are as follows.
1. It provides access to new opportunities
2. It strengthens the relationship among workers
3. It helps to achieve goal quickly
4. It also helps to gather new information and knowledge
In an organization, there is always a room for continuous improvement which is beneficial for the service as well the workers also. Continuous improvement is
basically based on the idea that if the organization is doing well in the industry but still it should not stop growing rather it will acquire the strategies of continuous
improvement to get a better position in the market of competition. Various ways are there to achieve continuous improvement for the benefit of the service as well as
for the benefit of individuals. All the employees of the organization need to think of ideas for the continuous improvement. However, there are some effective ways to
contribute in the continuous improvement for self as well as for the service of the organization. First of all, choosing small and manageable improvements can be
helpful. If small goals are set at the primary stage then it becomes easier to achieve them all in a shorter duration. Providing the feedback on time can also be helpful
to achieve it easily. If companies wait for too long to gather and process data then the feedback is also delayed and this is one of the biggest barriers of improvement.
So, feedback is very much important to grow as it helps an organization or an individual to cross check and correct the mistakes. Again, motivating all the employees
can also be helpful in this regard. If the employees are encouraged then they will be satisfied with their work and it is very much important in continuous improvement
of self and service. Workplace environment also plays a vital role to enhance the improvement procedure. Keeping the environment good by maintaining workplace
ethics and culture and with effective behaviour among the employees it can be achieved.

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AUTHORISED BY CEO
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Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)
B15. Provide two examples of types of digital media. Briefly describe how digital media can be used by health
care professionals.
Learner Response
Two different types of digital media that can be used by healthcare professionals are as
follows.
1. Tele-health communication
2. Social media platform
These Digital Medias are used by the healthcare professionals. With the use of Tele-health
communication process, appointment and treatment is possible and even patients can learn the
way o healthcare using this media. Again, Social media platform can reach to a larger audience
so healthcare professionals use it to transfer health related information to a wide range of
community.

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DOCUMENT CODE: 107, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Assessor Response:
☐ ☐ Satisfactory ☐ Not SatisfactoryResubmission Request (Please read comments)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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DOCUMENT CODE: 107, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Level “B” Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove
their competency across the entire unit?
Yes No
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence
has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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DOCUMENT CODE: 107, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Learner is deemed: ☐ Not yet competent ☐ Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature
SUPPLEMENTARY ORAL QUESTIONS (OPTIONAL) – FOR ASSESSOR

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DOCUMENT CODE: 107, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
The below table is for you to document any supplementary verbal questions you have asked the learner to
determine their competency. For example, if you are unsure of their answer to a question in the Learner
Workbook, you may choose to ask them a supplementary question to clarify their understanding of the
relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

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AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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DOCUMENT CODE: 107, VERSION: APRIL 2018
AUTHORISED BY CEO
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Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

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DOCUMENT CODE: 107, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
SUPPLEMENTARY ORAL QUESTIONS (OPTIONAL) – FOR ASSESSOR
The below table is for you to document any supplementary verbal questions you have asked the learner to
determine their competency. For example, if you are unsure of their answer to a question in the Learner
Workbook, you may choose to ask them a supplementary question to clarify their understanding of the
relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

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AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237)
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

CHCCOM0O5 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES
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DOCUMENT CODE: 107, VERSION: APRIL 2018
AUTHORISED BY CEO
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Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

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AUTHORISED BY CEO
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