CHCMGT005 Case Study Solutions on Facilitate Workplace Debriefing and Support Processes

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Assessment Details:-

  • Words: 3500


Assessment Questions Task 1


1. What is the difference between chronic stress and acute stress? List one (1) possible impact of each.

2. How might you recognize that a worker you are supervising is experiencing excessive and prolonged stress and burnout? Describe the support you could provide to ensure the worker fulfills their duty-of-care obligations. Refer to two (2) effective communication skills in your answer.

3. Describe two (2) impacts of grief.

4. List two (2) stress disorders that may result from being exposed to violent or threatening behaviour

5. What are the two (2) components common to psychological debriefing.

6. List three (3) guidelines that organizational protocols may provide when you are planning and preparing for a debriefing.

7. How soon should debriefing occur after an incident? Explain your reasons.

8. Explain two (2) methods for facilitating open discussion when conducting a debriefing and two (2) techniques for making the environment safe for discussion.

9. Provide an example of a technique that can be used during debriefing that will encourage the exploration and reflection of emotions related to the incident.

10. Explain the coping strategy that people commonly use for switching off their emotions. Explain the effectiveness of this technique.

11. What does the Fair Work Act 2009 (Cth) say in relation to dispute resolution? List the first two (2) stages in a dispute resolution process.

12. What does the Fair Work Act 2009 (Cth) say in relation to dispute resolution? List the first two (2) stages in a dispute resolution process.

13. What is meant by crisis intervention.

14. What is meant by structured debriefing

15. Identify an example each for internal and external referral sources related to debriefing.

16. What services are available for employees through the Employee Assistance Program (EAP).

17. Identify two (2) indicators of significant issues being experienced by a worker. List two (2) ways to respond to those indicators.

18. What is the legal and ethical requirement a supervisor must be aware of when a worker discusses personal matters with them during a debriefing session

19. List three (3) sources you could refer to identify your professional boundaries and work responsibilities

20. Identify four (4) practices you could use that acknowledge and accept workplace diversity.

21. Why is it important to regularly monitor how well your colleagues are performing in relation to both professional and personal standards.

22. Identify three (3) areas you should consider when using self assessment as a strategy to monitor your workplace performance.

23. Briefly describe the significance of regularly seeking formal and informal performance feedback.

24. What is the appropriate questioning method to encourage colleagues to explore and acknowledge their concerns? Provide two (2) examples of possible questions you would ask.


Assessment Task 2: Case study


“The information provided here is based on the assessment tasks for CHCMGT005 – Facilitate workplace debriefing and support processes provided by Aspire Training & Consulting. The intellectual property of this Student Assessment Booklet remains with Aspire Training & Consulting.”


Case study scenarios and questions:


Read the case study, then answer the questions that follow.


Case study 1

Due to government funding cuts, many community care funds go unallocated and most care workers in some regions feel overwhelmed by their caseloads. Mary supervises a diverse team of community care workers. Her organisation has had a high turnover of staff recently and she wants to assist them to manage their stress.


1. Identify two (2) possible physical and two (2) behavioral indicators of significant issues relating to stress and emotional well being that Mary should be alert for in individual team members.

2. What responsibility does Mary have in relation to communicating with staff about personal performance?

3. Identify three (3) actions Mary can take to support individual staff members to manage stress.

4. If Mary’s team includes staff with diverse needs, what are two (2) workplace practices she could adopt to accept and identify the diverse needs of these colleagues?

5. Explain one way in which Mary could use organizational performance standards to assess and report on staff stress and emotional well being.


Read the case study, then answer the questions that follow.


Case study 2

Mohamed is relatively new to his role, which involves providing support and supervision to a team of workers who provide support to homeless young people in the community. His role is demanding because his team supports people with complex needs in an environment where accommodation is expensive and demand exceeds supply. Mohamed find it hard to switch off from his responsibilities at the weekend. He wants to work as effectively as possible and decides to monitor his own performance.


6. What are two (2) sources of information that Mohamed can use to inform his self-assessment and reflective behaviour strategies?


Read the case study, then answer the questions that follow.


Case study 3

Terry has worked at a community respite centre for people with disabilities for three years. It is his first night working with Lin, a new resident who has autism spectrum disorder and a history of aggressive behaviour towards others. Terry’s partner on the shift is Fatima, who is newly qualified in the field.

During the shift, Lin becomes agitated and starts throwing objects around the room. Fatima is scared. Terry calls his supervisor, Tamara. Tamara tells Terry to call the police, as he is required to do so in an emergency and lock himself and Fatima in the office until the police arrive to ensure safety. The police arrive, and Lin immediately calms down. The situation is resolved.

The following day, Tamara follows up on the incident. She soon realises that Fatima is still very upset by the experience as she did not expect it and was very frightened. Tamara suggests a debriefing session. She explains the procedure and potential benefits to Fatima. Fatima says she would like to have a debriefing session and asks if Terry can come too.


7. Provide two (2) questioning techniques Tamara could use to encourage Fatima to explore and acknowledge her concerns.

8. What information may have helped Terry and Fatima understand the type and scale of the risk when supporting Lin in the respite facility.

9. Tamara tells Fatima that if, after the debriefing, she is still feeling very distressed about the incident then she might like a referral for some professional counseling. What referral suggestions could Tamara make, and what benefit would be gained from this?

10. How would the questioning in a debriefing be different if the situation had resulted in trauma for Fatima?


Read the case study, then answer the questions that follow.


Case study 4

Monika is a youth support worker who has been providing support to Bill for two years. Bill has recently entered the community after having been in detention for robbery. Recently, Bill’s behaviour has changed and there was an incident where he made a verbal threat towards Monika, telling her he wanted to hurt her.

Monika tells her supervisor, Adam, about the incident and recent change in Bill’s behaviour and the effect it has on her. He arranges for a debriefing session with Monika because she sounds upset and says it is making her stressed about coming to work and meeting with Bill.


11. What are two (2) benefits of Adam reviewing the outcome of the debriefing.

12. When debriefing Monika about the critical incident involving Bill, what records should be completed and kept by the organization?

13. If Adam wanted to identify whether his team as a whole had skill gaps relating to client-worker protocols and professional boundaries, what measures could he take to identify this as an area of need?

14. After a consultation process, Adam forms a plan to support areas of need within the organization. What are three (3) elements that a written proposal outlining the plan should include?

15. What signs might indicate to Adam that Monika is still not coping well after the incident and debriefing?


Assessment Task 3: Role play


Role play task and observable behaviours


Task 1:

Assume that you have a leadership role in your community care setting and you coordinate three different teams.

You observed that Jane, one of your colleagues, took four days of sick leave during the last three weeks at work. Jane was a pleasant lady and was well accepted by clients as a competent community care worker. She was now observed to be not engaging in social conversation with any colleagues. She often looked tired and upset.

For the last month Jane had been working in a new team and had a new team leader. Jane was moved to the new team to support a group of clients with disabilities. Jane was new to that work environment and she was found to be absent on scheduled in-service professional development sessions appropriate for her work role.

You assessed some records and notes completed by Jane for her clients and observed that she mostly ‘rushed’ through records and did not provide comprehensive information which was unusual for her. Jane was not coping with the workload of seven clients at the community setting. You discussed this with Jane’s team leader who replied ‘She is not a good team player. I was about report her performance to you’. You decided to intervene.

Demonstrate appropriate intervention for this scenario and organize a discussion with Jane.

Your assessor will play the role of Jane. Jane is now in the staff kitchen.


Task 2:

Following your interaction with Jane, identify related current and potential areas of need within your organization and develop proposals to support these areas. You must discuss your findings with your supervisor.


Task 3:

Demonstrate how you would provide ongoing support to Jane to address and monitor her stress and emotional well being. Organize a follow up session with Jane.


Task 4:

Janet, one of your colleagues was threatened by a client with mental health issues. Janet was teary and upset after the incident. Janet was on leave for a day after the incident and your supervisor asked you to facilitate a debriefing session with Janet.

Plan and conduct the debriefing session.

Your assessor will play the role of Janet.

Document and report outcomes of debriefings in the report template provided with the observation checklist for Task 4.


Task 5:

Natasha was a community care worker in your work place. Natasha was caring for a client with mental health issues. When Natasha was on her coffee break, her client assaulted his younger brother who suffered a severe head injury and rib fractures. Natasha was devastated after the incident and felt guilty that she should have avoided the situation. Natasha came to work today but was observed to be angry and frustrated towards herself and others.

Plan and conduct the debriefing session for Natasha.

Your assessor will play the role of Natasha.

Document and report outcomes of debriefings in the report template provided with the observation checklist for Task 5.


Task 6:

You observed that Paola, a newly employed community care worker, often engaged in arguments with her colleagues. When Paola was queried by colleagues about her work practices, she commented that it was how she carried out those procedures in her previous place of employment and that was the right way to do it. However, you observed that she demonstrated incorrect techniques when using a lifting hoist and slide sheet for clients. Your colleagues complained about Paola’s argumentative behaviour.

Demonstrate appropriate dispute resolution skills relevant to the scenario.

Your assessor will play the role of Paola. You must request two (2) classmates to play the role of your colleagues to demonstrate group facilitation appropriate for this scenario.


Task 7:

After completing tasks 1 – 6, you are required to:

  • Use self assessment and reflective behaviour strategies to monitor your performance
  • Seek performance feedback from your supervisor and act upon it, as appropriate

Your assessor will play the role of your supervisor.


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