• CHCDFV510C - Facilitate workplace debriefing and support processes

Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCDFV510C Mapping and Delivery Guide
Facilitate workplace debriefing and support processes

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CHCDFV510C - Facilitate workplace debriefing and support processes
Description This unit describes the knowledge and skills required to manage colleagues' occupational health and welfareThis will involve participating in and facilitating debriefing and various support processes for self or colleagues who are providing various services to people affected by domestic and family violence
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit may apply in a range of community service contexts with clients who may experience domestic and family violence
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Monitor occupational health and welfare
  • Monitor occupational health and welfare, and where issues arise, take appropriate action in accordance with organisation standards and procedures
  • Employ appropriate feedback techniques to accurately identify workplace needs of colleagues
  • Readily identify required professional and personal performance standards and use to monitor occupational health and welfare
  • Regularly use self assessment and reflectivebehaviour strategies to monitor performance
  • Regularly or constructively seek formal or informal performance feedback and act upon it as appropriate
  • Plan appropriately to identify areas of need and develop proposals to support these areas
       
Element: Conduct debriefings
  • Plan, prepare and conduct debriefing in line with organisation standards and procedures
  • Schedule debriefing as soon as possible following the incident
  • Conduct debriefing in a safe environment and in a manner that facilitates open communication
  • Use appropriate debriefingtechniques to encourage further exploration of emotions and experiences to assist in reflection on issues
  • Use appropriate questioning to encourage colleagues to explore and acknowledge their concerns
  • Analyse and respond to any indications ofrisk or threat to safety according to the degree and nature of the risk to self or colleagues
  • Where required, report and record results of debriefings in accordance with organisation standards and procedures
       
Element: Assist and support colleagues
  • Promptly deal with any issues relating to the well being of colleagues according to organisation standards and procedures
  • Routinely identify and implement effective ways of working to sustain ongoing health and morale
  • Provide encouragement, support, regular feedback and advice to colleagues as required
  • Clearly communicate to appropriate colleagues any additional support requirements to improve performance
  • Encourage and support colleagues to attend training appropriate for both professional and personal development
  • Hold regular meetings with colleagues to review and adjust support strategies and priorities
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Assessment of performance should be over a period of time covering all categories within the Range Statement statements that are applicable in the learning environment
This will include contexts applicable to the work environment, such as actual or simulated workplace situations involving a combination of direct, indirect and supplementary forms of evidence

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment of this unit include access to:

an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment

Where assessment is conducted within the workplace there are no resource implications above those normally available in the workplace

Where assessment is conducted in a simulated or non-workplace environment then access to the necessary equipment and research resources should be provided
Access to simulated exercises, case studies related to service delivery issues will also be required if non-workplace assessment paths are utilised

Method of assessment:

Evidence will be determined by organisation from the Range Statement, justified in terms of work requirements, work roles and responsibilities and occupational specialisations

Evidence for assessment of competence may be gathered by appropriate combination of the following:

demonstration of competency within the working environment in facilitating workplace debriefing and support processes and managing own and colleagues occupational health and welfare

assessment must be in the workplace, however, where there is not an opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

observation of processes and procedures, oral and/or written questions on essential knowledge and skills and consideration of required attitudes

where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of locations, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

review of any documentation produced by the candidate related to identifying and responding to domestic violence

Related units:

This unit should be assessed after or in conjunction with related unit:

CHCDFV402C Manage own professional development in responding to domestic and family violence


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include:

Understanding of legislative requirements and knowledge of best practice approach to occupational health and welfare

Understanding of rights and obligations of employees and employers regarding occupational health and welfare

Knowledge of debriefing techniques and processes

Knowledge of appropriate feedback techniques to ensure the various workplace occupational health and welfare needs are accurately identified

Understanding of techniques for effective workplace communication and team management

Understanding of current organisation procedures, practices and standards for client assessment, allocation of services, case management, interviewing, code of conduct, confidentiality, use of resources, programmed intervention and duty of care requirements

Knowledge of legislative requirements and provisions relevant to area of service delivery and delegated responsibility

Understanding of specific limitations of work role, responsibility and professional abilities

Awareness of own values and attitudes and their potential impact on clients

Understanding of how to interpret units of competency and apply them to self, including identifying and prioritising personal learning needs

Knowledge of self assessment and reflective strategies to assist in determining personal development needs, including preparing personal plans and establishing priorities

Understanding of role in debriefing process as a peer, supervisor or 'professional debriefer'

Understanding of specific debriefing techniques and a colleagues' need to debrief specifically in relation to domestic and family violence including dealing with violence, rage, intimidation, threats, transference, counter-transference and interaction with users of violence and those affected by users of violence

Essential skills:

It is critical that the candidate demonstrate the ability to:

Manage own and colleagues' occupational health and welfare by participating in and facilitating workplace debriefing and support processes, in particular, to:

work in accordance with the organisation's occupational health and welfare policies and procedures

make appropriate use of feedback and self assessment techniques to accurately identify occupational health and welfare issues

use appropriate debriefing techniques in accordance with organisation standards and procedures

accurately identify risk and issues that will affect the well being of self or colleagues

provide advice, encouragement and support to colleagues to ensure that the workplace occupational health and welfare needs are met

accurately interpret and comply with legal and procedural requirements

understand own work role and responsibilities in relation to workplace occupational health and safety (OHS)

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate application of skills in:

interpersonal relationship, such as questioning and active listening (paraphrasing, clarifying, summarising) techniques, including non-judgemental and empathic approaches

performance planning and feedback that will provide regular and constructive feedback to colleagues

response ranging from responding sensitively and appropriately, to providing constructive feedback on performance

assessment for a broad range of unpredictable problems involving analysis, assessment and evaluation, for example, identifying levels of risk that will affect occupational health and welfare of self and/or colleagues

problem solving for a defined range of unpredictable problems that may affect levels of occupational health and welfare

collaboration between worker and client, and between services and other providers

literacy and communication in relation to analysis, evaluation and presentation of information including preparing documents and reports related to OHS and welfare issues

collaboration between worker, clients and colleagues and between services and other providers

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Organisation standards and procedures may include those relating to:

Whether debriefing is a voluntary or compulsory component of workplace practice

Client and worker safety

Employment conditions (e.g. industrial agreements, employee/employer requirements)

Training and development practices

Administrative processes

OHS

Collection and storage of information

Client interview protocols and procedures

Code of conduct/code of ethics

Principles and implementation of duty of care and rights of client to self determination

Departmental, inter-departmental regulations, protocols and procedures relevant to work role and responsibilities

Inter-agency practice and protocols

Use of interpreter and interpreter services

Organisation mission statement and/or philosophy

Eligibility criteria for accessing particular services

Completion of forms and applications

Guidelines relating to parameters of confidentiality/client consent

Accountability procedures

Timeframes for reflective practice and supervision

Feedback techniques may include:

Team briefing and planning meetings

Performance planning and feedback systems

Questionnaires

Counselling

Oral or written

Colleagues may include:

Other staff

Unpaid workers

Students on placements

Resources workers

Ancillary staff

Staff from other related organisations/agencies

Co-facilitators in group work

Personal performance standards relates to:

The practitioner's level of competency

Professional ethics

Integrity and behaviour

Regulations

Code of ethics/practice

Organisation/agency procedures

Community standards

Occupational accountabilities

Reflective behaviour requires practitioners to regularly review their own performance against required and established professional performance requirements
Such performance requirements may be documented through:

Professional bodies' competencies and codes of practice/ethics

Organisation HR development policies and procedures

Occupational or functional roles/units of competency

Debriefing techniques may include:

Demonstrating empathy

Using appropriate body language

Reflecting, summarising and paraphrasing

Asking open-ended questions

Active listening

Indications of risk could include:

Client contact outside service boundaries

Poor performance

Feelings of depression, anger, low self-esteem

Medical problems such as overuse of tranquillisers, or alcohol, rug or substance abuse

Emotional distress

Transference and counter-transference of client issues on to worker and vice-versa

Demonstration of stress related problems

Indicators of stress could include the following:

Inability to concentrate

Health problems

Changes of behaviour

Continued focus on and re-visiting of an event

Frequent absences

Negative attitudes

Unaware of own stress levels

Personal development strategies may include development/ implementation of a personal/ professional improvement program, either internal or external to the organisation including such things as:

Development of improved interpersonal/technical skills

Updating stress management abilities

Adapting work rotation to facilitate changing personal/work priorities

Formal/informal learning programs

Utilisation of existing strengths to focus future career development

Cultural and sub-cultural awareness/sensitivity

Seeking coaching

Mentoring

Counselling from appropriate personnel to overcome identified limitations

Development/improvement of conflict management skills

Establishment of new career paths within or external to the organisation

Support strategies may include:

Formal, personal and organisation debriefing and professional supervision

Informal exploration of incidents with team members and supporters

Counselling

Review of practice and resources

Conscious use of personal recreational activities

Performance appraisal

Training and development activities

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Monitor occupational health and welfare, and where issues arise, take appropriate action in accordance with organisation standards and procedures 
Employ appropriate feedback techniques to accurately identify workplace needs of colleagues 
Readily identify required professional and personal performance standards and use to monitor occupational health and welfare 
Regularly use self assessment and reflectivebehaviour strategies to monitor performance 
Regularly or constructively seek formal or informal performance feedback and act upon it as appropriate 
Plan appropriately to identify areas of need and develop proposals to support these areas 
Plan, prepare and conduct debriefing in line with organisation standards and procedures 
Schedule debriefing as soon as possible following the incident 
Conduct debriefing in a safe environment and in a manner that facilitates open communication 
Use appropriate debriefingtechniques to encourage further exploration of emotions and experiences to assist in reflection on issues 
Use appropriate questioning to encourage colleagues to explore and acknowledge their concerns 
Analyse and respond to any indications ofrisk or threat to safety according to the degree and nature of the risk to self or colleagues 
Where required, report and record results of debriefings in accordance with organisation standards and procedures 
Promptly deal with any issues relating to the well being of colleagues according to organisation standards and procedures 
Routinely identify and implement effective ways of working to sustain ongoing health and morale 
Provide encouragement, support, regular feedback and advice to colleagues as required 
Clearly communicate to appropriate colleagues any additional support requirements to improve performance 
Encourage and support colleagues to attend training appropriate for both professional and personal development 
Hold regular meetings with colleagues to review and adjust support strategies and priorities 

Forms

Assessment Cover Sheet

CHCDFV510C - Facilitate workplace debriefing and support processes
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCDFV510C - Facilitate workplace debriefing and support processes

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: