CHCADV002 Student Assessment TASK 3 - Scenario
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CHCADV002-Provide advocacy and representation Student Assessment ASSESSMENT TASK 3 – SCENARIO Student Details ☐
I have read and understand unit information and assessment instruction Student ID Date Student Name Assessment Information
Conditions of Assessment •
The student will have access to the relevant learning resources, listed under the learning resource of this document, for this assessment. •
Assessment task may be completed at student’s own time. •
Responses to the questions must be typed. Student Instructions for completion •
Read the scenarios provided and complete the questions that follow. •
Please ensure that the word limit for each scenario is within 200 - 400 words. •
The questions within this assessment relate directly to the integrated knowledge contained within the unit of competencies and are fundamental to the student’s knowledge and performance evidence. Use of correct grammar and spelling is required to demonstrate foundation skills, so please ensure to proofread your answers prior to submission. •
You may have up to three (3) attempts to be deemed Satisfactory outcome with this assessment. •
Failure to receive the Satisfactory outcome after the three (3) attempts, the result for the unit will be deemed Not Yet Satisfactory, and you must re-enroll and repeat the unit to be eligible to be assessed again. •
APA referencing must be used where original sources have been used. Do not copy and
paste text from any of the online sources. SCEI has a strict plagiarism policy and students who are found guilty of plagiarism, will be penalised. •
The written assessment standards (8.2) outlined in the PP77 Assessment policy and procedure apply to this assessment task. Explanation of the common command words used in the Assessment Task •
List/identify/state/give
= present in brief form •
Outline
= give the main facts about something, more than naming, but not a •
detailed description •
Describe
= Give full details of characteristics and/or features, more needed
than an outline or than a list •
Explain/Discuss
= Give reasonable argument to discuss cause and effect •
and/or make links between things clear in your own words •
Analyse
= Identify parts, the relationship between them, and their relationships with the whole. Draw out and relate implications •
Demonstrate
= Present, show or illustrate through example or action CHCADV002 Provide advocacy and representation CRICOS Provider Code 02934D CHC52015 Diploma of Community Services Page 1
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RTO Number 121952 Student Assessment - Version 4 May 2021
CHCADV002-Provide advocacy and representation Student Assessment Assessment Procedure
You will be provided with a briefing on the assessment and the opportunity to seek clarification on the conduct of the assessment.
You may seek clarification at any point in time during the assessment task. If you feel you need more time to complete the assessment, you must negotiate the time needed with the assessor prior to the assessment due date.
Following the assessment, your responses are to be assessed and marked as appropriate. Where responses have been assessed in one (1) or more questions as unsatisfactory, students will be required to resubmit these questions. For more information, detailed information can be found in PP77 Assessment Policy and Procedure Due Date
14 days after the unit completion date as outlined in the PP77 Assessment Policy and Procedure. Resources:
https://my.scei.edu.au/pluginfile.php/153676/mod_resource/content/1/CHCADV002%20Learner%20Guide
%20v1.2.pdf
https://my.scei.edu.au/course/view.php?id=2541§ion=3
https://au.indeed.com/career-advice/resumes-cover-letters/communication-skills
https://www.nibusinessinfo.co.uk/content/causes-conflict-workplace
https://humanrights.gov.au/our-work/access-education-students-disabilitybarriers-and-difficulties
Scenario 1 A)
Imagine you are a team leader / manager of an advocacy / representation service. Performance levels have dipped in recent months and you suspect it is down due to a lack of communication between staff. You decide to write a memo that will be distributed to all staff members, in which you will emphasise
the importance of negotiation and communication during the advocacy and representation process. Before writing the memo, you decide to plan it out in point form, by elaborating on each of the following key points: a)
Three reasons communication is important CHCADV002 Provide advocacy and representation CRICOS Provider Code 02934D CHC52015 Diploma of Community Services Page 2
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CHCADV002-Provide advocacy and representation Student Assessment
To effectively achieve your goals
Helps to foster good working relationships and avoid barriers
Assists in improving morale and efficiency among staff.
Clear and concise communication
b)
Three essential communication skills 1.
Compassion/empathy
2.
Visual and Body Language to peers
3.
Active Listening for each and everyone.
Complex of Understanding:
Tone of voice
Language
Culture communication.
c)
Three methods of promoting collaboration
Fostering an atmosphere which is creative and inspires the imagination.
Assigning tasks to people which play to their respective strengths for better outcomes.
Setting Task or team goals which in turn achieves greater team cohesion.
d)
Three methods of facilitating collaboration
Establish Good working environment.
Hold team meeting which are effective and productive.
Encourage staff to spend time together outside of work.
Integrate a Respectful environment and fun
Diversity collaboration.
e)
Three potential causes of conflict CHCADV002 Provide advocacy and representation CRICOS Provider Code 02934D CHC52015 Diploma of Community Services Page 3
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CHCADV002-Provide advocacy and representation Student Assessment
Poor management
Insufficient training for the required job
One-sided treatment of all staff members
Bullying and harassment
Unclear Job roles
f)
Three conflict resolution strategies
Determine the best means of resolving the conflict (in person, video chat, away from the office).
Talk about it in private to protect your privacy.
When resolving the conflict, practise active listening to make everyone feel appreciated. g)
Three things you should do when working closely with organising committees and management boards on an outcome
Make sure your communication with them is honest.
Provide a timely report that includes all necessary data.
Get familiar with the definitions of words used by various social groupings.
B)
Now that you have identified what you want to communicate to your staff, you write the memo in approximately 200 - 300 words, incorporating the most important points from the planning process: MEMO TO STAFF
To: Employees
Greetings!
I hope you finds this email well.
I’m sending this email for you in which I've noticed that we've all been a touch busy recently. We all rush through our work and fail to interact with one another. Because it enables us to accomplish our objectives, create sincere collegial relationships, and raise employee morale, communication is crucial in our sector. If we have more empathy for one another and our clients, we can become better advocates and spokespeople.
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CHCADV002-Provide advocacy and representation Student Assessment I've noticed that some folks have had problems with one another. In response, I say let's try to always see things from others' viewpoints and work together. Pay attention to one another. Each employee has a distinct set of skills, so as a manager, I'll try to split the job in a way that plays to each person's strengths. To make sure we all collaborate once more, I'll set reasonable targets and run team meetings.
In their upcoming meeting, our board of directors will request that we provide a monthly report on teamwork. To present a truthful assessment of our operating issues, we must all contribute. The board
oversees governance; even though they have no operational authority, they act as our compass and steer us in the proper direction. Later in the week, at our staff meeting, we will discuss this.
In this organization, everyone is appreciated, but we must never lose sight of the significance of communication. Please feel free to dropped by in my office if you have any questions or concerns, want to discuss a recent conflict, or just want to say hello.
Regards,
Sbastian
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CHCADV002-Provide advocacy and representation Student Assessment Scenario 2 You have just returned from an advocacy service with a client. You write down your recount of the events that unfolded in order to organise your thoughts: _____________________________________________________________________________________ CHCADV002 Provide advocacy and representation CRICOS Provider Code 02934D CHC52015 Diploma of Community Services Page 6
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CHCADV002-Provide advocacy and representation Student Assessment MY RECOUNT:
The Supervisor advised me that I had been assigned to go and visit a committee, formed of a group of parents, who all have children with disabilities. As far as I knew at the time, they called the agency with concerns for the rights of their children when attending school. Upon arrival at the committee meeting, I introduced myself and asked each person their name. There was one person, Sally, who acted as the figurehead of the group and did most of the talking. I asked Sally to explain the group’s concerns. She informed me that their five children were all experiencing difficulties at school. The main concerns were: ●
Accessibility around their school campus is very limited. some of the children are in wheelchairs and remain unable to enter their new classrooms ●
Mild intellectual disabilities not being nurtured - e.g one of the children has dyslexia and finds it hard to keep up in class - no additional support ●
Lack of Aide staff - 1/10 students at this small school has some kind of disability and the school has still put off applying for government funding to support these children There is an undesirable marginalisation of these children. Sally emphasises that she visited the school one year ago to express her concerns to the Principal. During the meeting, the Principal advised that while it was out of his control, he would see what could be done to improve the situation. Sally never heard back. The other parents had similar stories. I asked the parents whether or not they had explored other education providers’ capabilities in the area, however they advised there are no other schools within a 50km radius, hence their children have no choice but to attend this private school. I asked the parents what their desired outcome was; all concurred that only small changes needed to be made to meet their objectives, and make their children’s lives happier by improving their student experience, with: ●
better accessibility (e.g. disability ramps, elevators) ●
a student aid or Special Care Unit for students with disabilities, as current teaching staff cannot manage their additional needs on top of an at-capacity classroom I assured them I would assist, suggesting that we start by writing a group letter to the Principal to inform him of the parent’s requests. Some parents were worried that he wouldn’t take it seriously, however I informed them that, while there will be some barriers, The Disability Standards for Education 2005
validates their children’s rights: ● “The education provider must take reasonable steps to ensure that the student is able to participate in the courses or programs provided by the educational institution, and use the facilities and services provided by it, on the same basis as a student without a disability, and without experiencing discrimination.” ●
In relation to Adjustments to the schools’ offering: “The education provider must take reasonable steps to ensure that any adjustment required to be made is made within a reasonable time.” - The Principal took one year ●
“If a specialised support service is necessary for the student to be able to participate in the activities for which he or she is enrolled, and is of a kind that is not provided by the provider, the provider must
take reasonable steps to facilitate the provision of the service to the student by another person or agency.” CHCADV002 Provide advocacy and representation CRICOS Provider Code 02934D CHC52015 Diploma of Community Services Page 7
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CHCADV002-Provide advocacy and representation Student Assessment Sally was immediately frustrated by the last point. She was annoyed that the school does not have to personally offer the services, they can refer the student out ‘to another person or agency’. I immediately explained to her that it isn’t the school’s fault necessarily; they would need a huge amount of funding to build a new Special Care unit. Sally was irritable, but conceded. I reassured her nonetheless and provided her with information on the barriers and difficulties: Australian Human Rights Commission (1996), Access to Education For Students With A Disability: Barriers and Difficulties, (
https://humanrights.gov.au/our
-
work/access
-
education
-
students
-
disability
barriers
-
and
-
difficulties
) The remaining parents seemed hopeful and agreed to write a letter to the Principal. I advised them that there
is hope, however, to be prepared in the event the school cannot obtain sufficient funding for one of the objectives (being the special care unit). They all considered their expectations and agreed that it would be sufficient for the school to employ one teacher’s Aid and install accessibility ramps. I helped them write the letter and said goodbye, informing them I can be available to assist them when they have a meeting with the Principal. _____________________________________________________________________________________ Your supervisor has organised a debriefing session with you and wants a recount of the situation prior to the
debriefing session. In order to prepare for the debriefing session, you evaluate your performance against the following questions: a)
Which objectives have I achieved? Which may require more work?
Conducts meetings.
Objectives had been laid, follow-up since last year.
Written report had been made and sent to principal.
Funding from government
Building Accessibility for students and special care unit,
More well-trained staff.
b)
What did I do well during the advocacy process?
To calm done the concerns parties.
Collective ideas and proposals.
Active listening.
Desired outcome will have a solution but both parties need to wait for Federal and state fundings once the school submitted the reports and concerns.
c)
What could I have done better?
Invite the principal in the forum
Invite for key persons.
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Asked the school principal what the temporary solutions would be.
Create new strategies
d)
How can I prioritise the client’s objectives and their amendments?
Create and analyse the objectives presented with the school officials and principal to address the issue into temporary relief, while the concrete solutions is being discussed
and formed.
State a future meeting to school officials about and follow-up that to be presented to the parties.
e)
How will I change my strategy if the group comes back and informs me that the Principal refused to provide any kind of assistance to these children with disabilities?
Have a meeting with the school Principal on regarding it refusal for assistance.
Laid out options to inform the agency involved like, Department of Education, Human rights commission, etc.
Review policy and procedure of school
Request a meeting of School stakeholders.
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