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CHCMGT005 & CHCLEG003: Project Community Services Professional Practice CHC52015 Diploma of Community Services Assessment Task 4

ASSESSMENT COVER SHEET Student to complete Please read the below carefully: If all boxes are not ticked, this assessment will not be marked and will use one of your three (3) submission attempts. By checking the boxes below, I confirm: ☒ This assessment is my own work and written in my own words ☒ I have not plagiarised from any sources ☒ I have referenced all my work where I have used other sources for my answers ☒ I have completed all assessment questions and requirements ☒ I am not submitting a blank or incomplete assessment ☒ I understand that there are penalties if this assessment is submitted after the due date ☒ I have kept a copy of my assessment ☒ I understand this assessment will be saved and stored in Canvas Student First Name NORMAN CHAYADI Student Surname TJHUA Student Email Address normanchayadi@gmail.com Course Name Diploma of Community Services Subject Name CHCMGT005 - FACILITATE WORKPLACE DEBRIEFING AND SUPPORT PROCESSES & CHCLEG003 - MANAGE LEGAL AND ETHICAL COMPLIANCE Assessment Task Name PROJECT Assessment Task Number 04 Submission Attempt Number 1 ☒ 2 ☐ 3 ☐ Trainer Name SHAKEEL AHMED Date Signature RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 2 Australian Learning Group Pty Ltd RTO 91165, CRICOS 03071E ACN 112 741 723

TRAINER SECTION ONLY Assessment Feedback Form What is needed for resubmission? (If applicable) Let’s stay motivated. A Not Yet Satisfactory grade happens. To help you resubmit your assessment, please follow the below instructions:  Please use the version that the assessor has provided your feedback on.  Refer to the below assessor’s comments of what is needed for a Satisfactory grade .  Please add your updated answers in a different colour in your assessment resubmission. This will help the assessor identify your revised answers.  Please do not delete any assessor comments when resubmitting. For more information on submission timeframes, please refer to ALG website for Section 5 – Assessment, Submission and Academic Integrity Guidelines. Student Name NORMAN CHAYADI TJHUA Assessment Name and Number PROJECT - 04 First Submission Grade: Satisfactory (S) ☐ Assessor Name: SHAKEEL AHMED Date: Not Yet Satisfactory (NYS) ☐ Comments: Re-Submission 1 Grade: Satisfactory (S) ☐ Assessor Name: Date: Not Yet Satisfactory (NYS) ☐ Comments: Re-Submission 2 Grade: Satisfactory (S) ☐ Assessor Name: Date: Not Yet Satisfactory (NYS) ☐ Comments: RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 3

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RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 4

TABLE OF CONTENTS Assessment Cover Sheet 2 Assessment Feedback Form 3 Table of Contents 4 Assessment Information 5 Assessment Outline and Instructions 9 Assessment Task 4: Project 10 RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 5

Assessment Information You are advised to start working on your assessment in Week 1 of term and submit all tasks by their due date. It is a condition of enrolment that you actively participate in your studies. The following information includes general assessment requirements and information for students at ALG. About your Assessments A requirement of the qualification you are undertaking is the application of the knowledge and skills you have been learning. The assessment tasks are an essential part of your training program as they provide an opportunity to apply what you have been learning, and they give both you and your trainer feedback on your progress. Assessment Evidence Your completed assessment tasks will provide evidence for your trainer to determine whether you have successfully performed and satisfied all the requirements to achieve competency. Recognition of Prior Learning (RPL) This is a process of recognising student’s formal and informal learning from work experience that is related to the qualification being studied in Australia. Students will need to provide documented evidence of their learning, which will then be assessed by an ALG assessor to determine the competency outcomes of the qualification. Other forms of recognition include: • Recognition of Current Competencies (RCC) This is a process of recognising students’ current knowledge and skills gained from current work experience. • Direct Credit Transfer (CT) This is a process of crediting students’ completed units through an Australian Training Provider. Students will need to provide a Statement of Attainment or Transcript as evidence to be granted credit for a unit of competency. Reasonable Adjustment This process supports a student who has an impairment, disability, or long-term condition. This may include modifying course material, modifying or providing equipment as well as modifying an environment. ALG provides reasonable adjustment for a student to complete required assessments. This may take place online and/or in the workplace. Please refer to the student handbook link here for further information or refer to the ALG website. NOTE: Any modification cannot affect competency outcomes. RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 6

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Plagiarism This is when a student presents someone else’s work as their own, which is also known as academic misconduct. Any form of plagiarism will be treated seriously. The assessment will be graded NYC. To understand and prevent plagiarism, please refer to the student handbook, link here . Harvard Referencing This is an academic referencing system. Students are required to give credit to the original authors when using direct information from textbooks, journal articles, newspapers, websites, eBooks and blogs. Please refer to the student handbook, link here . Language, Literacy and Numeracy (LLN) This is a student support program provided by ALG to assist students who may need extra help with their reading, writing and communication skills to successfully progress through their course. Students may be encouraged to attend weekly LLN classes delivered for 1 hour between weeks two and nine of each term. Please refer to this link for further information. To view available sessions and make a booking for an LLN Support Class, click here . Assessment Submissions In Canvas there is information on how to submit assessments. This can be found in the Introduction Module ('How to submit assessments’). Please ensure your name, email, term, and assessment task name are clearly marked on all each assessment cover sheet. Your assessment cannot be accepted without a completed cover sheet. Students are responsible for keeping a copy of any submitted assessment tasks. ALG will not be responsible for lost or misplaced submissions. NOTE: Please make sure all assessments are submitted in the correct area of Canvas. Declaration of Authenticity This is a form declaring that all your submitted assessments have been written in your own words and have been completed by only you. You do this by filling out the cover sheet at the front of this assessment. Assessment Outcome The assessor will decide whether the assessment meets the necessary criteria to achieve competency for each unit in your course. They will then issue an outcome after the assessment has been marked. Each assessment task will receive an outcome of either Satisfactory (S) or Not Yet Satisfactory (NYS). Students must complete all tasks and gain a Satisfactory outcome to achieve an overall grade of Competent (C) for each Unit of Competency in a qualification. If one or more tasks are assessed as Not Yet Satisfactory, students will gain an overall mark of Not Yet Competent (NYC) and will need to resubmit assessments relating to the unit. A NYC grade may result in a student repeating the term. RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 7

Assessment Attempts Students have three (3) attempts. Please refer to the following information: • Attempt 1 – Submitted by the due date. • Attempt 2 – Resubmission must be within 3 business days of notification of an 'NYS' outcome and students must following the assessor’s feedback on what to resubmit. • Attempt 3 – Resubmission must be within 3 business days of notification of 'NYS' outcome and students must following the assessor’s feedback on what to resubmit. NOTE: For any assessments due in week 9 & 10 of the term (original or first submission) of any late assessment will only have one resubmission attempt. Please refer to the student handbook for further information, link is here . Assessment Appeals This process is available when a student disagrees with the assessment outcome. The appeal requires the student to complete the Complaint/Appeal online form, available on the ALG website, link is here . Students can also refer to the Student Handbook for more information about our appeals process, link is here . Providing Feedback A form in Canvas is available for students to give feedback about learning resources and assessments at any time. This form is located under the help function, link is here . At the end of each term, students are emailed a survey to share their experiences with ALG, including any feedback on their trainer’s engagement and teaching styles. Written answer question guidance Each question in the assessment will outline how much information you should provide in your answer. Questions will state the word count (ie. 100 -200 words) or how many answers to list. Written questions also use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected. Note that the following guidance is the minimum level of response required. Analyse – when a question asks you to analyse something, you should do so in detail, and identify important points and key features. Generally, you are expected to write a response one or two paragraphs long. Compare – when a question asks you to compare something, you will need to show how two or more things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a response one or two paragraphs long. Discuss – when a question asks you to discuss something, you are required to point out important issues or features and express some form of critical judgement. Generally, you are expected to write a response one or two paragraphs long. Describe – when a question asks you to describe something, you should state the most noticeable qualities or features. Generally, you are expected to write a response RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 8

two or three sentences long. Evaluate – when a question asks you to evaluate something, you should do so putting forward arguments for and against something. Generally, you are expected to write a response one or two paragraphs long. Explain – when a question asks you to explain something, you should make clear how or why something happened or the way it is. Generally, you are expected to write a response two or three sentences long. Identify – when a question asks you to identify something, this means that you are asked to briefly describe the required information. Generally, you are expected to write a response two or three sentences long. List – when a question asks you to list something, this means that you are asked to briefly state information in a list format. The question usually asks for a certain number of responses in the list. Summarise – In paragraph or list form, explain the key points that you got out of the text. RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 9

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Assessment Outline QUALIFICATION/S: CHC52015 – Diploma of Community Services Community Services Professional Practice Assessment Tasks and Plan You are required to complete all assessment tasks. The due dates for each tasks are listed below. Your trainer will give you the date applicable to your term of study in Week 1 of term. Assessment Task Term Due Date 1. Assessment Task 1: Role Play and Critical Incident Report Friday Week 4 2. Assessment Task 2: Case Studies Friday Week 5 3. Assessment Task 3: Written Questions Friday Week 6 4. Assessment Task 4: Project Friday Week 7 5. Assessment Task 5: Written Questions, Research and Risk Assessment Friday Week 8 6. Assessment Task 6: Written Questions Friday Week 9 7. Assessment Task 7: Diversity Research Report Friday Week 10 Please note that in addition to completion of the above task, to achieve competency, you will need to complete the required work placement terms and associated assessments. Assessment Instructions and Guide Before starting your assessment, make sure you do the following: - Read all questions and tasks carefully and complete in your own words. - Use student textbooks and readings to support your answers, - If you are unsure of any tasks, ask your trainer for further explanation, - Answer EVERY question, Before submitting your assessment, make sure you have completed the following: - Fill out the cover sheet (including ticking the boxes for the student declaration), - Answer EVERY question in EVERY task, - Label all electronic files clearly, with the assessment task number, full name and date, eg. AS1 Sally Smith 01/02/2022, - Include any documents related to in-class simulation tasks, - Re-submit assessments in line with the ALG Assessment policy RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 10

Assessment Task 4: Project TASK SUMMARY: There are two parts to this assessment: Part A: You must develop an Equal Employment policy and answer a set of written questions. Part B: You are to answer a set of written questions This assessment will contribute towards your progress in demonstrating application and competency in the unit(s):  CHCLEG003 - Manage legally and ethically  CHCMGT005 - Facilitate workplace debriefing and support processes RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK • Access to your Structured Study Plan • Access to textbooks and other learning materials. • Access to a computer and the Internet • The Equal Opportunity Policy template (provided at the end of this task) • Proposal template (provided at the end of this task) • Incident Report form (adapted from Sample Critical Incident Planning Policy, Disability Safe, National Disability Services, www.disabilitysafe.org.au, provided at the end of this task). INSTRUCTIONS: • You will do this task in your own time. • Please refer to the Structured Study Plan for the scheduled activities associated with this task. • You need to answer all the questions correctly. • You must use your computer to type in the answers to the questions. RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 11

PART A: Instructions: 1. Review the Equal Opportunity Policy template on the next page. 2. Research your work placement service’s policies, procedures, codes, and other relevant documentation to guide you in filling out the template. 3. Complete all sections of the template, writing in a clear, professional manner. Remember to use your own words when filling out the template – do not copy from existing documentation. Policy title: Equal Opportunity Policy Document owner: NORMAN TJHUA Approved by: MANAGER CHAYADI Date approved: 01 / 06 / 2022 This policy covers the following:  Scope  Objectives  Company values and commitment  Key terms and definitions  Rights and responsibilities  Related policies and procedures  Key contacts  Implementation  Training and certification  Complaints procedure  Policy review  Document control. Scope (Provide an overview of who and what the policy covers.) Staff, visitors and contractors at the Lindsay Aged Care Facility sites. The Equal Opportunity Policy applies to the activities of Lindsay Aged Care Facility controlled entities who adopt the policy. Objectives (Provide a description of the policy’s goals and aims.) We strive to ensure our policies, procedures and practices incorporate the principles of equal opportunity. They reflect: • the fair treatment of individuals without making judgments based on personal attributes which are protected under the Equal Opportunity Act 2010 (Part 2, s.6); • that all our workers in our facility are entitled to work, and be in an environment which is free from unlawful discrimination, harassment, vilification and victimisation; • our Ethics Statement; and • Equal access to benefits and services by workers, including assistance to reasonably accommodate a person’s disability. We encourage everyone to seek advice and support when they feel they have been treated unfairly, or when they have experienced or witnessed concerning behaviour. Values and commitment (Provide a description of the workplace's values and commitments.) We are committed to equal opportunity in employment, education and service delivery RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 12

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Workers are encouraged to bring their capabilities, approaches, experiences and ideas, which reflect our diverse and inclusive community and world. Terms and definitions (Provide a description of key terms and definitions used in the policy, i.e., a glossary.) Discrimination : Treating or proposing to treat an individual unfavourably because they have a protected attribute. Discrimination can be direct or indirect: • • Direct discrimination can occur when a person or group is treated less favourably than another person or group in a similar situation, because of a protected attribute; • Indirect discrimination involves imposing a requirement, condition or practice that operates to disadvantage a person with a protected attribute, and it is not reasonable. Harassment : Unwelcome conduct that might reasonably cause a person to be offended, humiliated or intimidated because they have a protected attribute. Harassment can also happen if someone is working in an environment permeated by conduct or activities that make it hostile, or intimidating. The behaviour can be overt or subtle, verbal, non-verbal or physical Protected attribute : It is against the law to discriminate because of a protected attribute, which includes: • age; • carer and parental status; • disability; • employment activity; • gender identity (which includes gender expression); • industrial activity; • Intersex status; • lawful sexual activity and sexual orientation; • marital status or relationship status; • physical features; • political belief or activity; • pregnancy and breastfeeding; • race; • religious belief or activity; • sex; • expunged homosexual conviction; or • personal association with someone who has, or is assumed to have, one of • these personal • characteristics Victimisation : Subjecting a person to negative treatment because they have: • asserted their rights under equal opportunity law • made a complaint under equal opportunity law • helped someone else make such a complaint; and refused to do something because it would be discrimination, sexual harassment or victimisation. Vilification : Any form of conduct that incites hatred against, serious contempt for, or revulsion or severe ridicule of a person or group of people because of their race or religion. Such conduct can be a single event or series of events over a period. It may Rights and responsibilities (staff) It is the responsibility of all employees, to ensure that they: • comply with this policy and treat all colleagues and customers with respect and RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 13

professionalism without regard to non-relevant criteria or distinctions; • refrain from engaging in discriminatory or harassing behavior; and • Inform their manager or the Human Resources Department if they believe that they (or someone else) have been treated unfairly. Rights and responsibilities (managers) It is the responsibility of Managers to ensure that: • all Staff understand and are committed to the principles and legislation relating to equal opportunity and applying it in the workplace; • employment decisions relating to appointment, promotion and career development are determined according to individual merit and the individual’s inherent ability to carry out the job; • the organisation has a workplace culture that encourages equal opportunity; and • Sets an example by their own behaviour. Key contacts and external organisations ( List relevant key contacts – that is, individuals, groups or departments who could be approached by staff in relation to issues, concerns or breaches of any area of this policy) - Lindsay Aged Care Human Resources Department - Safe Work Australia - Australian Human Rights Commission Implementation and training (Provide an overview of how the policy would be implemented.) 1. Secure Commitment From Management In order for Equal Opportunity Policy to be effectively implemented, commitment from management needs to be secured. Management is responsible for the creation of policies surrounding EEO, which outlines the organization’s obligations, acceptable and unacceptable employment practices, the management of grievances, etc. Without the support of management for this Policy, only superficial measures will be taken, initiatives will most likely fail, and meaningful organisational change will be difficult to achieve. 2. Educate and Train Staf Education and training is very crucial in ensuring that Equal Opportunity Policy practices are executed across the board. Empowering the staff with knowledge and training, will help them understand what the Equal Opportunity Policy entails, their role in upholding these policies and confronting unconscious biases and dispelling misconceptions. Education and training is the key to dispersing the inclusive culture that comes along with the integration of this Policy. 3. Review Procedures & Policies To Identify Barriers To ensure that the Policy have firmly been integrated into the company, their policies and procedures should be regularly reviewed to identify any potential barriers that certain groups may encounter. Regular review of these procedures and policies will help to keep them up-to-date and compliant with all relevant Equal Opportunity practices, laws and regulations. Training and assessment (Provide an overview of the training requirements, including assessment.) Staff Training and Development to be conducted Monthly to allow staff to familiarise themselves with the Equal Opportunity Policy. They can come up with ideas and opportunities for improvements in the next Policy Review. This is to enable that the Policy best suit them and the work that they do. RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 14

Complaints procedure (informal and formal) (Provide an overview of the complaints management procedure.) Informal ways of dealing with complaints include: For the employee with a complaint:  Observing unacceptable behaviour and taking action directly, such as speaking to a colleague about their behaviour.  Seeking advice from a supervisor, HR or union representative, or an equal opportunity contact person before taking direct action.  Requesting that the employer address the situation. For the employer:  Speaking to the person about their behaviour (via a supervisor, HR or union representative or contact officer), and reaching an agreement immediately.  Bringing the two sides together to conciliate and the issue is resolved without investigation.  Organising general staff training and discussions to promote discrimination and harassment policies.  Some informal solutions can be reached without the staff member even knowing a complaint has been made. In the case that an informal solution does not result in a positive outcome, employees need to know they have the right to make a formal complaint or approach the Equal Opportunity Commission at any stage. Formal procedures are for substantiating a complaint with evidence, or formally bringing the staff involved together to try to reach an agreement. Formal action is usually appropriate when:  the person complaining wants to do it formally  informal attempts have failed  the allegations are serious  discipline is a possible outcome if the allegations are substantiated  the allegations are denied and the person complaining wants to try to substantiate them  the person complaining has been victimised for complaining  The complaint is against a senior person and a formal procedure helps ensure the people involved are not disadvantaged. Formal ways of dealing with complaints include:  investigating the allegations  applying natural justice principles  finding whether the allegations happened or were likely to have happened  making a report and recommending an action  Implementing an outcome. In a formal procedure, document every step to ensure consistency and fairness. The usual steps are:  interview the person complaining and document the allegations  inform the person being complained about of the details, and ask them to respond  if the facts are disputed, seek more information including evidence from any witnesses  find out whether the complaint has substance  report the process, the evidence, the finding and recommend an outcome  Implement the outcome or decide on other action.  The staff involved can have support people with them at any interviews or meetings. Policy review and update (Provide an overview of how the policy will be reviewed) RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 15

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A few employers may decide to draft a different policy to address the subject in detail. In any case, the strategies should in any case set out the means taken to address the issue and divert the employee to a different policy whenever required. Related Acts, Standards and Regulations (List related Australian state and Commonwealth legislation, standards, and Acts)  Work environment Gender Equality Act 2012  Age Discrimination Act 2004  Privacy Act 1998  Australian Human Rights Commission Act 1986  Anti-Discrimination Legislation - Sex Discrimination Act 1984  Equal Employment Opportunity Legislation  Equal opportunity for ladies in the work  Environment act 1999  Racial Discrimination Act 1975  Disability Discrimination Act 1992 Document management (Provide an outline of how the document will be maintained and controlled.) A compelling quality administration framework guarantees that documentation is forward thinking and being utilized successfully by staff individuals. The Staff should Identify what archives are required – Hospitals/centres ought to have decent information on what records are needed to meet the necessities and accomplish best practice results for their patients. Each medical care association ought to figure out who is answerable for getting data from patients like Quality Manager or Coordinator. Aligning documentation with current enactment or best-practice standards requires profoundly gifted individuals, with incredible meticulousness and the capacity to centre for extensive stretches of time on single records, thusly the staff should guarantee that all documentation consents to the authoritative necessity and follow the best-practice standards. Set up a report control measure. It is fundamental that the right forms of the documentation are utilized by everybody in the association. Severe utilization of form control on electronic archives and truly changing over printed reports in a fast yet coordinated way are fundamental to keeping a compelling quality administration framework Build up survey timetables. It is suggested that your association have a group of individuals accused of the obligation of investigating documentation, pertinent to their extent of expert practice, on a planned premise. RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 16

PART B: Written questions: I NSTRUCTIONS : Answer the following questions. Question 1: What are the objectives of the Equal Opportunity Act 2010? The principle objective of the Equal Opportunity Act 2010 is to dispose of provocation or separation and exploitation in the working environment. Its primary reason not exclusively to secure employees, work candidates and project workers yet additionally individuals who are related with them, like carers, companions and family members. Question 2: Under the Equal Opportunity Act 2010, what is it considered unfair to discriminate against? List 10 things. UNFAIR DISCRIMINATION - refers to the tendency of a business organization or an employer to favour or provide preferential treatment and/or biased/subjective conceptions and ideas and pre judgement over their employees and workers on the bases of age, colour, cultural heritage, disability/illness, gender/sexual orientation, language, nationality or race, political, social and religious beliefs and associations and/or those types of discrimination that fall under below allowable circumstances and grounds for discrimination. You are not permitted to oppress somebody on account of:  sex or sexual direction  race  skin tone  age  public extraction or social cause  physical or mental inability  conjugal status  family or carer's obligations  religion or political assessment  pregnancy  Gender reassignment Question 3: When developing a workplace policy, why is it important to establish a working group? Team working has benefits; It provides a structure and means of bringing together people with a suitable mix of skills and knowledge. This encourages the exchange of ideas, creativity, motivation and job satisfaction and can extend individual roles and learning. The following people should be part of a working group; - Management - HR - Staff - Monitoring and Evaluation Officer Question 4: Who should be a part of this group? RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 17

The following people should be part of a working group; - Management - HR - Staff - Monitoring and Evaluation Officer Question 5: Provide three (3) ways that workplace policies can be monitored and reviewed. When in doubt, each policy ought to be looked into each one to three years. Be that as it may, most specialists suggest looking into arrangements yearly. Policy checking can and ought to be directed by all partner gatherings and requires mastery in various territories, like promotion, responsibility frameworks, observing and assessment, and information investigation. Policy checking includes: 1. reporting the advancement of policy improvement and the administrative support of policy, 2. trying strategies through financing and usage arranging, and 3. assessing results of execution. Question 6: How often should policies be reviewed? As a general rule, every policy should be reviewed every one to three years. But most experts recommend reviewing policies annually. Policy review doesn't have to be as daunting a task as it sounds. Policies and procedures are living documents that should grow and adapt with the organisation. While the core elements of policy may stay the same, the details should change with the industry and the organization. Policy review and revision is a crucial part of an effective policy and procedure management plan Question 7: Provide an example of how a workplace can be proactive in maintaining and sharing updates in policy and compliance. Building up powerful strategies and methods doesn't start and end with guidelines. It takes the perfect measure of cooperation, the correct kinds of distributive mediums, and the correct techniques to quantify understanding. These things take a gigantic measure of time and energy, yet mechanizing them with a product arrangement can build effectiveness, and guarantee consistence with your approaches and systems: 1. Every new equipment need to be analysed and practice how to use it as well for further needs. 2. Annual update need to be done regularly for following the current trending most of the time. 3. Meet with divisional pioneers to guarantee the arrangements and methodology being made is doable for singular offices. 4. Decide the best arrangement of approaches for your various crowds. 5. Make Policies and Procedures effectively open to your employees. 6. Set cut-off times for every policy and technique to be recognized. 7. Decide the most ideal approach to gauge the understanding your employees have of strategies and systems. RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 18

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Question 8: List five (5) other policies that a community services workplace is required to have. - Code of Conduct Policy - Privacy and confidential Policy - Equal Employment Opportunity Policy - Health and Safety Policy - Anti-discrimination and harassment policy. Question 9: From the five (5) workplace policies listed at question 8, pick one (1) and answer the following questions based on your own experiences (either during your work placement or from another job you have held, if applicable). A. What policy have you chosen? Code of Conduct Policy A. How have you been exposed to the policy? I was exposed to this Policy during Induction and Orientation B. What Acts underpin this policy? - The Age Discrimination Act 2004 - The Disability Discrimination Act 1992 - The Racial Discrimination Act 1975 - The Sex Discrimination Act 1984 - Anti-Discrimination Act 1977 (NSW) C. Who was involved in implementing the policy? Management And Staff. RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 19

E. How was the policy communicated to you? Verbally and Online Learning during Inductions Course training F. What type of training was involved in helping you understand or follow the policy? In-house Induction Course D. List at least three (3) implications of breaching the policy. 1 . Wear Inappropriate work clothing 2 . Does not respect and maintain privacy and confidentiality of residence and clients 3 . Does not maintain a does not maintain safe working environment E. How is the policy monitored and/or assessed? A fire avoidance program can diminish or wipe out the event of flames via preparing inhabitants in fire wellbeing, just as legitimate upkeep and care of fire insurance and life security frameworks, and by controlling potential start sources and energizes. An effective fire avoidance program is important for the everyday activities of each property Fire anticipation is the obligation of the proprietor, the manager, and all inhabitants of a property. Conventional fire anticipation programs stress safeguards intended to hold a fire back from beginning. The land owner or manager should make moves to:  Control smoking materials and open flares  Store combustible and flammable fluids securely  Use electrical gear accurately  Perform general housekeeping assignments consistently  Purchase fire-safe goods, embellishments, and inside completions  Control uncommon perils RTO 91165 CRICOS 03071E ACN 112 741 723 ASSESSMENT TASK 4-CHC52015 -COMMUNITY SERVICES PROFESSIONAL PRACTICE-V3.0 2021 20