33580/03 Assessment 3: Module 6 Short Answer Questions on Healthcare

This assignment presents a series of short answer questions related to a healthcare module. The questions cover various aspects of working in the health and community services industry, focusing on meeting facilitation, communication strategies, and workplace improvements. The assignment begins with a case study involving an adolescent and her aunt seeking help from a local PCYC, followed by questions about publicizing and conducting meetings, addressing communication barriers, managing conflicts of interest, and ensuring equal participation. Further questions explore strategies for facilitating communication with young people, identifying communication needs, and covering relevant issues in meetings. The assignment also includes tables to complete about facilitating meetings and contributing to workplace improvements. The questions require students to analyze scenarios, apply relevant policies and procedures, and demonstrate an understanding of professional development in a healthcare setting.

Short Answer Questions
33580/03 Short answer
Module 6: Working in the industry
This is assessment 3 of 3.
1. Background/Overview
Working in the health and community services
industry means dealing with a wide range of
people in a wide range of settings. Workers
must know, understand and follow the policies
and procedures that apply in their workplace
so they make informed decisions that are in
the best interests of the people in their care
and the organization itself.
Sometimes workers in the health and
community services industry will come into
contact with people who are seeking help who
are in distress and/or not able to communicate
their needs clearly. This may be due to one or
more ‘communication barriers’ including the
state of mind or language or cultural differences
of the person seeking help. In all cases, it is very
important that workers follow the organization’s
policies and procedures and if they are unsure
about anything, that they ask a more senior/
experienced member of staff for their advice
before any decisions are made.
2. Brief
This assessment follows on from assessment
number two. Remember you met Joyce, a
Chinese woman and Amy, her niece seeking
help from the local PCYC. Amy is depressed,
her aunt says she is not going to school and
accuses her of drinking. The PCYC doesn’t
provide residential care yet Susan, the worker
from the PCYC is concerned for Amy's
welfare.
Susan and Irene (PCYC) are talking to Amy
and Joyce and suggested referring Amy to an
adolescent mental health crisis team.
Eventually an adolescent mental health crisis
team are called and Amy is taken to be
Deliverables
This assessment will be submitted in Word doc format
To do list:
1. Read the Background/ Overview and Brief
sections of this document.
2. Read the sections of the case study and answe
the questions that follow each part of the case
study.
3. Save the Word document using the naming
convention: [your student
number]_[assessment]_[assessment number].doc
For example: “12345678_31135_01.doc.”
4. Upload your document in Open Space using th
relevant Assessment Upload link in this Study
Period.

assessed at a secure adolescent unit.
Your understanding of how to manage all
aspects of a meeting, including the related
communications, will be established in the
assessment as we follow Amy though the
remainder of the scenario.
3. Activities
Question 1
(a) List four ways in which Susan could publicise the meeting and communicate details of the
meeting to the participants and other stakeholders. Think about using digital media. (50-
100 words)
1. Social Media
2. Mails
3. Official notice
4. Pamphlets

(b) Name five people, or groups of people, who should participate in the meeting. (50-100
words)
The group of people who needs to be included in the meeting are supervisor, general
manager, facilitators and executive manager. These are the primary people who needs to be
present in a meeting. 
(c) List at least 5 items, or objectives, that should be on a typical meeting agenda. (50-100
words)
Items for a meeting agenda: (objectives)
1) To improve the quality of service

2) To provide effective and emergency solutions
3) To help the community people with necessary support
4) To reduce the number of complain against the organization
5) To establish effective and appropriate communication

Items for a meeting agenda
Time From 9.00 A.M. onwards
Date 23rd October, 2018
Location Office's board room
Participants  Advocacy organisation
 departmental peoples
 clients,
 managers
 all other stakeholders.
Issues faced  The system is not called as a secure unit because of no
proper link with offered services.
 The system of PCYC (Police citizen youth clubs) is not
able to communicate well with their clients.
 Due to lack of proper communication clients are
missing out.
 System which has to be developed to improve service
coordination if intake processes.
4.
(d) Why is it important for Susan to record aspects of the meeting? Think about legal requirements,
and written correspondence protocols. (50-100 words)
(e) How can Susan encourage others to contribute to, and follow, the meeting objectives and
agenda? (50-100 words)
As Susan prepares entire meeting's agenda and then publicise it by presenting various issues
which they are faced. She tries to encourage their stakeholders to keep contribute their part in
a meeting by asking them to provide many suggestions related to issues which they are faced.
In this way the peoples who are attending a meeting keep their interest and start involving and
presenting their views on an agenda of a meeting. Further Susan also provides various live
examples which she faces from last 4-5 days so that others show interest in a meeting.
(f) Joyce has been invited to the meeting so that she can share the experience she had with Amy. In
what way is this a conflict of interest? (50-100 words)
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When Joyce invited in a meeting to share her experience, she tells that Amy is quite
depressed and even not going to school. At that time PCYC refer Amy to an adolescent
mental health crisis team without knowing her exact situation. It shows that there is a lack
of communication between Joyce, Amy and Susan that is what creates conflict of Interest
under which Amy is not actually suffering from any mental health crisis which Susan creates
in her own way.
(g)What is a strategy that Susan could use to make sure everyone is able to participate equally
(think about how she can seek and acknowledge comments and contributions from all meeting
participants)? (50-100 words)
 Providing various live examples that includes surveys and questionnaires to
keep involving team members.
 Providing and receiving good ideas from Team members is another strategy
which Susan can use to keep engaging their team.
 By developing effective group learning strategies is another great way which
helps Susan and everyone to engage with new ideas and techniques so that
participants keep show their interest in a meeting.
 A clear communication must be there and small PPT slides will also helps to
understand the issues which are going to be discussed during a meeting.
 After finish entire meeting, proper feedback must be taken in order to let
know the effectiveness of a meeting.
Question 2
(a) What could Susan do to make it easier for the young person to have his say? (50-100 words)
Susan should talk about nerves. Get it out in the open right away. Everyone gets
nervous. Talk about the “symptoms” of nerves in public speaking. People experience
sweaty palms, shaking hands or legs, upset stomach, dizziness and a variety of other
symptoms. Remind youth this is normal, share your own experiences, and then talk
about ways to reduce those symptoms. 
b) Are there any other strategies that could be employed in a meeting to ensure the specific
communication needs of different individuals are identified and addressed? (50-100 words)
Developing genuine relationships with clients is a cornerstone to improving
communication. There are also some universal strategies you can use, and with a number
of clients you can help by using strategies to improve their memory and attention. 
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 Speak slowly and clearly.
 Use short and simple sentences.
 Maintain normal volume.
 Use different words to express the same idea.
 Prioritize and sequence your instructions.
 Avoid jargon
c)How can Susan ensure all relevant issues are covered in the meeting? (50-100 words)
d) How could Susan utilise these communication tools to facilitate the meeting? (50-100 words)
Communication tool How can it facilitate a meeting?
Non-verb communication cues,
such as eye contact and body
language.
The non-verbal communication cues like hand and head
movement can enhance the meeting by reflecting one’s
opinion about certain things. 
Group dynamics and processes. Group dynamics can be used to set underlying norms in
order to achieve the objectives of the meeting. The
dynamics and processes are the set of rules and norms
which will push all the people work together for the
achievement of meeting goals. 
Collaboration (over
confrontation)
The collaboration communication tools will help people
involved in the meeting to make decisions in a collaborative
way which will further enhance the effectiveness of the
decisions. 
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e) Complete the table about facilitating meetings in the workplace.
Aspect of facilitating a
meeting
Why is it important? How can it be carried out?
Resolving any conflict
between meetings
participants.
It is important because any
conflicts within the
meetings participant can
affect the decision-making
process in the meeting. 
The topic of resolving the
issue of conflict must be in
the meeting agenda at the
highest priority in order to
highlight and take action at
first.
Minute or record meeting (in
accordance with
organizational requirements)
Minutes of meeting is
important for reference of
the same in future in order
to resolve any case from
similar context.
There should be one person
in the meeting will note
down the minutes of
meeting. In addition, the
checklist of meeting agenda
can also be helpful in
meeting the purpose. 
Evaluation of the meeting
process: What is successful?
What lessons were learnt?
How could processes be
improved?
This is important for
evaluating the effectiveness
of the meeting and making
decisions on certain topics
for further progression.
Various evaluation types
are there to assess the
effectiveness of the
meeting. 
f) In what ways do workplace meetings such as this contribute to continuing professional development?
(50-100 words)
g) Apart from meetings, how can supervisors and workers contribute to workplace improvements?
Complete the table below.
Contributing to workplace improvements How can this be done? Provide one example in
each box.
Identifying areas where work practices can be
improved (think about legal and ethical
considerations)
The legal and ethical consideration need to
be given priority in order to avoid any legal
obligations. The legal and ethical policies
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and procedures needs to be taken into
consideration. For example, Human Rights
Act needs to be applied while serving Amy.

Share feedback with colleagues and
supervisors.
The feedback of individuals can be shared
with colleagues and supervisors through
group discussion. For example, a short
group meeting after lunch can be effective.

Contribute to the development and review
of workplace policies and protocols.
The organization and the respective person
must have through knowledge about the
current and updated workplace policies
and protocols. For example, the
responsible person can have proper and
thorough knowledge about the policies
and process through a meeting with HR. 
4. Assessment Rubric
Below is a rubric that determines whether your answers and knowledge is satisfactory or not yet
satisfactory.
To pass the assessment, you must complete ALL the requirements for the column that is titled
‘satisfactory’.
It is advisable to read the rubric before attempting the assessments to help you attain the correct
submission standard.
Question Satisfactory Not yet satisfactory
1a The student:
- correctly identifies four ways in which
Susancould publicise the meeting and
communicate details of the meeting to the
participants and other stakeholders
And
- identifies at least one way in which digital
media could be used in the task.
The student:
- correctly identifies four ways in which
Susancould publicise the meeting and
communicate details of the meeting to the
participants and other stakeholders
Or
- fails to identify at least one way in which digital
media could be used in the task.
1b The student correctly identifies five
people, or groups of people, who
should participate in the meeting.
The student fails to, or incorrectly identifies
five people, or groups of people, who should
participate in the meeting.
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1c The student correctly identifies five
items, or objectives, that should be on
a typical meeting agenda (note: items
do not need to be specific to the
meeting the scenario).
The student fails to, or incorrectly identifies,
five items, or objectives, that should be on a
typical meeting agenda (note: items do not
need to be specific to the meeting the
scenario).
1d The student correctly states at least
one reason why it is important for
Susan to record aspects of the meeting,
relating to either a legal requirement,
or conventions / workplace policies
relating to record keeping, or written
correspondence.
The student incorrectly states at least one
reason why it is important for Susan to record
aspects of the meeting, relating to either a
legal requirement, or conventions / workplace
policies relating to record keeping, or written
correspondence.
1e The student is able to outline one
suitable method, tool or technique,
Susan could use to encourage others to
contribute to, and follow, the meeting
objectives and agenda.
The student is unable to outline one suitable
method, tool or technique, Susan could use to
encourage others to contribute to, and follow,
the meeting objectives and agenda.
1f The student correctly outlines at least one
way in which a conflict of interest exists in
the scenario.
The student incorrectly outlines at least one way
in which a conflict of interest exists in the
scenario.
1g The student correctly outlines at least
one strategy Susan could use to make
sure everyone is able to participate
equally.
The student incorrectly or inadequately
outlines at least one strategy Susan could use
to make sure everyone is able to participate
equally.
2a The student correctly identifies at least one
way in which Susan can facilitate the
communication between the youth and the
other meeting attendees.
The student incorrectly or inadequately identifies
at least one way in which Susan can facilitate the
communication between the youth and the other
meeting attendees.
2b The student correctly identifies at least
one other strategy that could be
employed in a meeting to ensure the
specific communication needs of
different individuals are identified and
addressed.
The student incorrectly or inadequately
identifies at least one other strategy that
could be employed in a meeting to ensure the
specific communication needs of different
individuals are identified and addressed.
2c The student correctly identifies and
adequately describes at least one
method or strategy Susan can employ
to ensure all relevant issues are
covered in the meeting.
The student incorrectly or inadequately
identifies at least one method or strategy
Susan can employ to ensure all relevant issues
are covered in the meeting.
2d The student correctly identifies at least
one way in which each communication
tool can be used to facilitate the
meeting.
The student incorrectly identifies at least one
way in which each communication tool can be
used to facilitate the meeting.
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2e The student correctly identifies at least one
way in which:
- each aspect of facilitating a meeting is
important.
And
- how each aspect of facilitating a meeting
can be carried out.
The student incorrectly identifies at least one way
in which:
- each aspect of facilitating a meeting is important.
Or
- how each aspect of facilitating a meeting can be
carried out.
The student correctly identifies a method
of communication that could suitably be
used to tell Amy about the referral.
The student incorrectly identifies a method of
communication that could suitably be used to tell
Amy about the referral.
2f The student correctly states and
adequately describes at least one way in
which workplace meetings such as this
contribute to continuing professional
development.
The student incorrectly states, and/or
inadequately describes at least one way in which
workplace meetings such as this contribute to
continuing professional development.
2g The student:
- correctly outlines how each factor
contributing to workplace improvements
can be achieved or implemented.
And
- correctly provides at least one example
for each aspect.
The student:
- incorrectly or inadequately outlines how each
factor contributing to workplace improvements
can be achieved or implemented.
And
- fails to provide at least one example for each
aspect.
Overall assessment expectations
Word counts As per tasks.
Plagiarism All the student’s work is original and sourced where
appropriate.
Referencing Appropriate referencing conventions are used.
5. Units of Competency
CHCCOM002 Use communication to build relationships
CHCLEG001 Work legally and ethically
All terms mentioned in this text that are known to be trademarks or service marks have been appropriately
capitalised. Use of a term in this text should not be regarded as affecting the validity of any trademark or service
mark.
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