ASSESSMENT TASK 1 AND 2

CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS

CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

ASSESSMENT TASK 1 – KNOWLEDGE QUESTIONS

1.1 a) Define communication

By its simplest definition, communication is the act of transferring information from one place to
another. However communication also refers to the manner in which the meaning is transmitted
and received. So a more comprehensive definition is that communication involves two or more
people interacting for a purpose to give and receive information and involves many forms, including
verbal & non-verbal communication, written communication & visualisations. The most important
part of communication is ensuring that the information that is received is understood by the
recipient as the transmitter intended. Without this confirmation, communication has not achieved
its purpose.

Result □ S □ NS
b) Why is effective communication so important?

Effective communication concerns conveying your messages to others clearly and unambiguously. It
also involves receiving information from others with as little distortion as possible. This is vital, as it:

- Builds trust, respect and rapport

- Promotes safety

- Reduces confusion, misunderstanding, isolation, wasted effort and missed opportunities

- Resolves differences

- Creates an environment which promotes creativity, problem-solving, affection and caring

- Minimises communications breakdowns and roadblocks.

Result □ S □ NS
1.2 Provide a list of 10 techniques for effective communication

Techniques for effective communication include:

1. Planning ahead what you are going to say

2. Using a clear, calm voice

3. Being non-judgemental – try to understand the emotion behind the information (both yours
and the other party’s)

4. Reading body language and other non-verbal communication

Page 1 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

5. Using active and reflective listening appropriately

6. Asking questions to clarify or summarise the information

7. Ensuring the communication is culturally appropriate and doesn’t include jargon

8. Providing summarising and reflective responses, especially in conflict situations

9. Ensuring there is sufficient time for both parties to communicate and respond

10. Confirming that the required information has been accessed and understood.

Result □ S □ NS
1.3 What is active listening?

This is a communication technique that requires the listener to fully engage with the speaker,
including:

- Concentrating on what the speaker is saying PLUS the non-verbal clues they provide

- Making eye contact (if culturally appropriate) and watching your own body language in order
to confirm interest in the subject

- Using verbal encouragers such as “yes”, “ mmm” and “uh-huh” to confirm your attention

- Re-stating in the speaker’s own words or paraphrasing them to confirm understanding of

their intent

- Summarising their communication to indicate the message has been received and
understood.

Result □ S □ NS
1.4 Explain the difference between open ended questions , and closed questions.

Closed questions are asked in order to receive a single word response, such as yes or no, or a short
factual answer (e.g. Do you want dinner now? “No”. What time is it? “11am”.) They are generally
used to confirm information or to test understanding.

Open questions generally begin with words such as “What”, “Why” or “How”. They are asked to
elicit a longer answer, generally to extract more detail. (e.g. What do you like to do in the afternoon?
Why did you colour the house in blue?)

Result □ S □ NS

Page 2 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

1.5 What professional may assist you in implementing strategies for a client with a
communication disability?

Professionals who may assist in implementing communications strategies for a client with disabilities
include:

- An interpreter (other languages including sign)

- A translator

- A family member

- A representative of a community/social/religious/special interest group

- Medical specialists such as:

o Audiologist

o Optometrist

o Speech pathologist

o Cognition and communications specialists.

Result □ S □ NS
1.6 How can you confirm that a person has correctly understood a message that you have
communicated?

In order to confirm that a person has correctly understood a message that you have communicated,
you could:

- Ask them to repeat back what you have said

- Ask them to paraphrase or summarise your points

- Observe their body language

- Follow up the communication (if verbal) with a written confirmation

- If you feel there is still a lack of understanding, re-state your information in a different way,
or use communications aids to reinforce the message

- Utilise service providers such as interpreters to confirm that the message has been clearly
transmitted.

Result □ S □ NS

Page 3 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

1.7 What are communication barriers?

There are MANY barriers to communication, including:

- The physical environment – e.g. noise, lack of light, crowds, time of day, location (may be
confronting or upsetting), distance

- Physical characteristics of the listener – e.g. poor vision, hearing impairment, speech
impediment, age, gender, physical health, pain levels

- Cognitive/emotional characteristics of the listener – e.g. cognitive ability, language, lack of

interest, mood, depression, mental illness, culture, behaviours

- The communication method – e.g. it is in an appropriate form (verbal or written, words or

pictures), is it rushed?

- The communicator – e.g. Some messages may be better provided by another gender, family
member, staff member, other staff & management, other service providers

- The message itself – e.g. is the information welcome or unwelcome?

Result □ S □ NS
1.8 How can communication barriers cross cultural and linguistic boundaries?

When cultural or linguistic differences are added to a communication, new levels of complexity
inevitably result. Culture and language layered over the many other barriers mean that special care
must be taken as to which person and format to use for communication, what other tools or services
can be utilised and how best to ensure understanding.

In order to overcome these boundaries, these methods can be helpful:

- Learn about their culture so you don’t make mistakes

- Learn some phrases in their language (for simple communication)

- Use interpreters for more complex verbal communication

- Use translators for written communication

- Prepare charts or cards with simple translations or pictures

- Ask questions of them, their family, talk to religious leaders if appropriate

- Actively listen, observe non-verbal cues

- Speak clearly and calmly, but not too quickly or loudly

Page 4 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

- Be patient and flexible – try different methods if the first one doesn’t work

- Respect and acknowledge their differences (where appropriate).

Result □ S □ NS
1.9 Explain how a community services worker could establish rapport, build and maintain an
effective relationship with a client.

In order to establish a rapport, build and maintain an effective relationship with a client a
community services worker should:

- First and foremost, ask yourself HOW would I like to treated in this situation?

- Smile, be kind, friendly and show empathy

- Introduce yourself (the first time with everyone, and each time you meet if the client has a
memory impairment)

- Be honest, respectful and treat them with dignity

- Be ethical and transparent

- Make the client’s rights and responsibilities clear to them and uphold them

- Provide open communication - listen and ask questions

- Try to find common ground, while welcoming diversity

- Respect professional boundaries and protect their confidentiality

- Practice Motivational Interviewing techniques

- Ask permission before making any decisions/actions on their behalf

- Allow them choice whenever possible

- Live up to your promises – follow up how and when you said you would.

Result □ S □ NS
1.10 What are communication channels? Provide a list of 5 communication channels that you
might use.

Communications channels are simply the means through which people communicate. Different
channels are more or less appropriate in any communication. Examples of communications channels
include:

Page 5 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

- Verbal communication, including sounds, words, language and speech, which can be either:

o Spoken (between from two up to many people)

o Written, such as emails and letters, digital media, forms and reports, signage and
many more

- Non-verbal communication, including

o Reading tone of voice, expression or body language

o Symbols and sign language

o Charts and picture cards

o Therapeutic touch

o Sensory experiences (such as sensory/sound rooms)

o Music and dancing

o Art such as painting or sculpture.

Result □ S □ NS
1.11 a) What is the difference between an interpreter and a translator?

Interpreting is communicating between two parties that do not share a common language (including
spoken or sign). It may be conducted face-to-face, but often takes place over the telephone, or
through video or internet conferencing.

Translating is communicating through written information, and may include printed or electronic
written information, audio or audio-visual formats.

Translating is very effective in reaching a large audience, but should never be used in isolation when
critical legal or health decisions need to be made. It is most effective when used to as part of
interpreted consultations (e.g. to assist a client to prepare before a consultation, or to reinforce
information given during a consultation).

Result □ S □ NS
b) When would it be necessary to use an interpreter?

Often it is tempting to use locally available resources such as family members or bilingual staff.
However this may lead to conflicts of interests over the client’s needs or wants (e.g. interpreting the

Page 6 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

information in a way that influences the decision), privacy not being maintained and accuracy of
translation not being assured.

In matters relating to medical, legal and confidential matters, there is a legal obligation to use an
interpreter.

If there is any doubt whatsoever about the client’s ability to communicate and comprehend English,
an interpreter is vital. For example, a client who speaks conversational English may not understand
legal or medical terms, or may not be able to read written English well.

Result □ S □ NS
1.12 Provide a list of at least 8 types of written communication in the community services
and/or the health sector.

Traditional types of written communication in the community services and/or the health sector
include:

- Messages, including telephone messages

- Memos and forms

- Meeting agendas and minutes

- Reports, including incident reports

- Technical and procedural manuals, including policies and procedures

- Resumes and job applications

- Information on services and programs, such as leaflets, posters or brochures and newsletters

- Workplace signage

- Recording and confirming of appointment times. e.g. a “Your Next Appointment” card (or
text/email)

- Client files, including health records and records of consultation outcomes.

Result □ S □ NS

1.13 Provide a list of at least 5 types of digital media that are used in community services
and/or the health sector.

Page 7 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

Types of digital media used in the community services and/or the health sector includes:

- Emails or texts

- The web, including intranet, internet and social media

- Podcasts and videos

- Tablet/smart phone applications

- Broadcasts such as television or radio news or entertainment services.

Result □ S □ NS
1.14 What are communications policies and protocols?

Communications policies and protocols are utilised by all organisations (whether formally or
informally), and encompass rules for the transfer of information, including internally or externally or
both. They can include any or all of the following, and much more:

- Who should communicate with whom and when

- Parameters for sending or receiving written communication

- Verbal communication procedures (including giving and following instructions and

messages)

- The scope or extent of what should be communicated

- Conflict of interest and confidentiality considerations

- Standard address for answering telephone calls

- An accepted abbreviations list

- What is considered professional language

- How to deal with question beyond your scope/knowledge

- How to format outgoing mail or emails

- How to update the organisation’s website (including intranet)

Result □ S □ NS
1.15 Explain the purpose of a style guide.

Page 8 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

A style guide is an electronic or printed document which provides guidelines for the preparation of
written and/or digitally published content for the organisation.

It essentially exists to ensure consistency of communication and branding across all media channels
used by the organisation. In some cases its purview is extended to ALL communication, both
internal and external.

The aim of a style guide is to ensure the same credible voice is conveyed across the whole team.

Result □ S □ NS
1.16 What is motivational interviewing?

Motivational Interviewing (MI) is a technique using a therapeutic, person-centred approach to

arouse a client’s own motivation for behaviour change.

Techniques used in MI include:

- Expressing empathy and support

- Exploring discrepancies between present behaviour and current/future goals

- Motivating change-talk

- “Rolling with resistance” rather than arguing

- Supporting self-efficacy

- Affirming the client’s choices and autonomy

Result □ S □ NS
1.17 Explain the purpose of feedback.

The purpose of feedback is that it allows you to assess how effective your communication has been.
Feedback can be prompted from informal discussions, formal interviews, meetings or any other type
of communication. There are both informal and formal ways of eliciting feedback:

- Observing the other party/ies during the communication – including body language,
checking that their responses are appropriate, confirming that specific directions have been
followed, and noting signs of confusion, mistrust or negativity.

- Questioning the other party/ies during or after communication – this helps you ascertain
how the other party/ies have understood and feel about the communications process

Page 9 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

- Surveys and questionnaires – regular formal checks on the satisfaction of the other party/ies
with your communication processes can help you maintain effective strategies and
implement changes where required.

Result □ S □ NS
1.18 When communicating with cultural diverse clients, explain how you would demonstrate
respect for their needs & rights.

In order to demonstrate respect for the needs and rights of culturally diverse clients, I would:

- Tailor my approach for each client

- Educate myself beforehand (as much as possible) on the customs and preferences of the
culture concerned

- Ask questions of the client, their family, their cultural or religious leaders

- Attentively listen in order to better understand meanings and empathise with the client

- Use positive speech such as encouragement or recognition

- Use verbal encouragers such as “yes”, “ mmm” and “uh-huh” and avoid nodding if it could
be misinterpreted

- Express opinions sensitively

- Observe the client’s body language, interaction , behaviour and dress

- Be patient, making sure my body language did not reveal annoyance and frustration

- Be open-minded and adaptable, offering flexible solutions

- Recognise and respect differences, while not necessarily agreeing with them.

Result □ S □ NS
1.19 If a communication breakdown occurs, what actions would you take to ensure your duty
of care was still met?

When a communication breakdown occurs, I would ensure my duty of care obligations are met by
providing the required services to enable effective communications to resume. This may involve:

- Listening carefully to what the client is telling you, and perhaps asking them to restate it in
different words

- Using active listening techniques to ensure the intended message is received

Page 10 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

- Paying close attention to facial expressions and body language

- Providing enough time for communication to occur, e.g. Not rushing the process

- Providing opportunities that support & encourage communication e.g. planned times

- Arranging for skilled service providers to assist e.g. interpreters or translators

- Using appropriate communications aids such as signs and symbols

- If necessary, referring the client to another worker or service if that will ensure their
communications needs are met.

Result □ S □ NS
1.20 What is a meeting agenda?

A meeting agenda is a list of items that meeting members hope to discuss and settle at a meeting. It
should be given to attendees several days prior so participants have time to prepare for the meeting.

The agenda should clearly state:

- Goals for the meeting – these MUST be achievable!

- A date and time

- The location

- Participants invited

- Items to be discussed or actioned

- The amount of time anticipated for each discussion point

- Any preparation required e.g. reading, research

- If an ongoing meeting, establish progress on commitments made at prior meetings

A well-planned agenda with topics and timeframes can assist the meeting chair to keep the
discussion on-track, and avoid time-wasting side issues or “hijacking” of the meeting’s purpose.

Result □ S □ NS
1.21 Explain the process for developing a meeting agenda.

To develop an effective meeting agenda, the meeting convenor should:

- Identify whether you need other employees to help you plan the meeting

Page 11 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

- Establish what you hope to achieve by holding the meeting e.g. set goals and decide if there
is a need to have ongoing meetings, or is it likely a sole meeting will achieve those goals?

- Decide an appropriate date and time

- Confirm a suitable location

- Establish which participants are needed

- Outline what items to be discussed or actioned

- Estimate the amount of time anticipated for each discussion point

- Evaluate what (if any) preparation required e.g. reading, research

- In addition, if it is an ongoing meeting, the convenor should:

o Review the meeting’s purpose, agenda, expected outcomes and previous results

o Review the minutes of the prior meeting (and circulate them with the agenda)

o Review participant’s progress on commitments and actions from prior meetings

Result □ S □ NS
1.22 How can the facilitator of a meeting encourage participation from all members?

The meeting facilitator can encourage all members to participate by:

- Encouraging the quieter members of the group to contribute sooner rather than later

- Acknowledging each member when they do contribute

- Providing positive feedback about each individual’s contributions

- Paraphrasing or summarising to positively reinforce points made

- Maintaining eye contact to indicate a genuine interest

- Nodding and smiling to encourage speakers

- Where appropriate, setting aside time prior to the meeting to hear contributions from
individuals who are uncomfortable contributing during the meeting

- Asking, “Does anyone else have anything to say?” at the end of the discussion

- Encouraging members to respectfully express their opinions on ideas put forward by others

- Asking all members to write down suggestions

Page 12 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

- Limiting repeated contributions by the more dominant and verbal group members

- Acknowledging time limits and the need for everyone to have a chance to contribute

- Maintaining impartiality

- Ensuring all members are treated respectfully and no-one’s ideas are belittled.

Result □ S □ NS
1.23 Why should the facilitator of a meeting acknowledge contribution from members?

A facilitator should acknowledge contributions from members because:

- It encourages further/future contributions from these members

- People who are quiet or reluctant to participate often have important information or ideas

- Group discussions can sometimes open communications channels for people who might not
otherwise express their opinion

- It encourages the group to explore all ideas and options

- It validates individual views, even where a general consensus leads to a different conclusion

- Members who feel their contributions are values are more likely to commit to any
decisions/actions which result from the meeting

- It establishes or reinforces trust

- It demonstrates a sense of cohesiveness

- It builds a sense of acceptance and support

Result □ S □ NS
1.24 How can a facilitator ensure the communication needs of all members are effectively met?

A facilitator can ensure the communication needs of all members are effectively met by evaluating
the effectiveness of the proceedings through:

- Asking for feedback at the end of the meeting, either anonymously by evaluation sheets or
verbally from the floor or afterwards

- Holding one-to-one meetings with participants

- Asking employee groups to provide a joint response

Page 13 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

- Setting up communications boards

- Providing suggestion boxes

- Setting up electronic responses such as surveys

A valuable recommendation to follow is that participants are more likely to provide any negative
feedback if the process is anonymous.

Result □ S □ NS
1.25 Suppose the facilitator of a meeting wants to evaluate their own performance. Provide a
list of at least 6 questions that they might ask of themselves.

Questions the facilitator may ask of themselves in order to evaluate their own performance include:

- Did all members of the group have the opportunity to participate?

- Were all the members provided with the appropriate information?

- What were the reactions of group members to particular topics?

- Did the group members engage in questioning?

- Did the members require direction on the topics discussed?

- Were the discussion topics adhered to?

- Were there specific members who dominated the discussion?

- Did members tend to criticise one another?

- Was there adequate time allotted to discuss all issues?

- Were the group members supportive of one another’s ideas?

Result □ S □ NS
1.26 Explain what minutes of a meeting are, and why they are important.

Minutes are a concise, focused and easy to understand record of important discussion topics and
outcomes from a meeting.

They are important for a number of reasons:

- They remind attendees of what was said and committed to, and what decisions were made

- They inform people who could not attend the meeting of its results

Page 14 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

- They provide a permanent record of decisions made

- They ensure that everyone has the same record of the meeting

Result □ S □ NS
1.27 What types of information should be contained in minutes of a meeting?

Meeting minutes should include:

- Meeting details e.g. title, location, date and time

- A record of participants who were present or absent (attendees & apologies)

- A record of approval of previous meeting minutes

- Matters arising from previous minutes

- Correspondence received

- Agenda items

- Points discussed at the meeting

- Decisions taken there

- Formal motions

- Other business, including issues raised and suggestions made at the meeting

- Action items, including who has responsibility for them and deadlines

- Future actions

- Arrangements for the next meeting

Result □ S □ NS
1.28 Why is it necessary to provide information to employees before a meeting takes place?

Information provided to employees before a meeting takes place is important because:

- It lets them know the subject and the purpose of the meeting

- It conveys the agenda for the meeting

- It outlines what is expected of attendees

- It provides the opportunity for them to provide agenda items, ideas or reports on their work

Page 15 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

- It provides or indicates what they will need to prepare/read before the meeting

- It details the time and place of the meeting, and how long it is expected to last

All of these items allow attendees to arrive at the meeting promptly and fully prepared. Time is not
wasted explaining background information or debating the purpose of the meeting. It can lead to
more cohesive meetings with more effective outcomes.

Result □ S □ NS
1.29 What are 5 characteristics of an effective group discussion?

An effective group discussion should:

- Have a clear goal and be willing to explore all issues dealing with achieving that goal

- Ensure accurate communication between the members present

- Provide the opportunity for participation and leadership amongst the group

- Form a general consensus when arriving at conclusions

- Demonstrate a sense of cohesiveness, trust , acceptance and support amongst members

Result □ S □ NS
1.30 Explain conflict resolution. In your answer, consider the different types of conflict
resolution techniques you can use during a workplace meeting.

Conflict is not necessarily a bad thing - it allows different ideas to be explored and the possibility of a
different solution to arise. However it can divide a group, reducing productivity in a meeting and
possibly in the workplace. Conflict resolution is a way of managing disagreements between the
parties so they do not become destructive, solve problems brought to the surface and result in
benefits you might not expect.

Different types of conflict resolution include:

- Win Win Approach – Changes the conflict from attack and defence to cooperation.

- Withdrawal – Physically or emotionally withdrawing can allow the problem to grow out of
proportion, can be used to punish and can leave parties feeling angry or helpless

- Suppression – Peace at any cost, this can be positive if it gives parties time to think about
how they will respond, but it supresses discussion and communication can be cut off.

Page 16 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

- Win/Lose – Prompted by the need to protect oneself from being wrong, it is a power
struggle with only one winner, which is rarely a long-term answer.

- Compromise – Everyone gains something, so it seems fair, but no-one gets everything they
would like, so potentially it leaves everyone unsatisfied.

- Creating empathy/active listening – This is about creating rapport and openness between
two parties, using active listening, so they feel that they are understood.

- Assertiveness – Being able to state your case without arousing the defences of the other
parties or denying either of your rights. Stating how it is for you is important, rather than
saying what others should and shouldn’t do.

Result □ S □ NS
1.31 a) Why is it important to evaluate a meeting?

Evaluating a meeting can be difficult, but it can also help you learn whether you have met your goals.
It can also help decide on changes for future meetings.

Issues to consider include:

- Have you accomplished your goals?

- Have all participants understood follow-up actions?

- Have all participants understood the impact of decisions?

- Do all participants feel they have had an opportunity to be heard?

- Were disagreement settled reasonably well?

Result □ S □ NS
b) Explain how you could evaluate a meeting process.

Evaluating a meeting involves:

- Considering whether the group has accomplished its goals

- Establishing that all participants understand follow-up actions and the impact of decisions

- Discerning whether all participants felt that they had an opportunity to be heard

- Noting whether disagreements were settled reasonably well

Page 17 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

In addition to these techniques, thoughtful discussions with individual attendees about leadership
style and possible improvements may be useful, if you are comfortable inviting this feedback.

Result □ S □ NS
c) Provide a list of 8 points you could include in a checklist, to help determine if your meeting
was effective.

- A checklist to determine if your meeting is effective would include:

- Taking attendance to see who is committed to the group and whether the meeting
arrangements are convenient for all participants

- Assess whether the meeting started at the right time or were there delays?

- Was the agenda suitable? Did everyone understand it? Was it followed or did the meeting
beer off track?

- Was the venue appropriate, comfortable and convenient?

- Was there enough time to discuss all agenda items?

- Were conclusions or decisions reached and do those affected understand the implications?

- Did everyone participate?

- Was the chairperson effective?

Result □ S □ NS

Page 18 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

ASSESSMENT TASK 2 – CASE STUDY/SCENARIO

Scenario 2.1

Consider the following scenarios.

2.1.1 A client has come to your facility to assess your services. The client is a recent Migrant
from China and does not have strong English language skills. How could you provide information
to the client, and meet their communication needs?

In order to assist with providing information to this client, I would firstly ascertain:

- Which Chinese dialect does the client speak – are they fluent in Mandarin, Cantonese, or a
less common dialect?
- Is the client able to read? If so, are they comfortable with using a computer to access
materials or are they more comfortable with printed materials? Do they read Traditional or
Simplified Chinese characters? Or can they read transliteration (Chinese characters
translated into Western characters)?
- Are they accompanied by a family member/friend/community representative who can assist
with their communication?
Once this is established, I would confirm what resources are available for this dialect, e.g.:

- If they are unable to read, what spoken/recorded information is available in their dialect,
including interpreting services, recorded messages, translation apps etc?
- If they can read, what online information is already available in their preferred format? If
they prefer printed materials, are brochures or leaflets on hand? Or can online information
be printed off for them?
- If someone has accompanied them, are they likely to be a reliable interpreter, or is there a
degree of self-interest that may lead to bias during the communication?
Once this information has been established I would either provide it for the client immediately, or
reschedule the meeting until it is available.

By preference, I would arrange a phone translation service (supported by written materials) as it will
be easier to establish understanding of the discussion if there is two-way communication. Without
the ability to question the client's responses to the discussion, there is always the chance that a
misunderstanding has occurred.

If possible, I would provide a written summary of conclusions and actions in the client's choice of
script, to confirm their communication needs have been met.

Result □ S □ NS

Page 19 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

2.1.2 Jamie is one of your new clients. He has a hearing impairment. Discuss how you could
support his communication needs.

In order to assist Jamie with his communication needs, I would confirm the following:

- Does Jaime have hearing aids? If so, are they suitable to the purpose – e.g. correctly set for
his hearing and with full charge/fresh batteries installed?
- If hearing aids are a problem, does Jamie lip-read well, or (as there are many variations
depending on his country of birth) does he understand Auslan, International Sign language
or another sign language? If so, is he fluent or can he only understand fingerspelling (spelling
out words with the sign alphabet)?
- Is Jaime of Aboriginal or Torres Strait Islander background? Is so, caution may be needed as
some Aboriginal Sign actions can be misinterpreted with other sign languages.
- Is Jamie able to read? If so, is his preference to read materials on a phone or computer or
would he prefer printed materials?
- How well does Jaime speak? Is he fluent in English (or another language), or can his speech
be hard to understand?
- Will he be accompanied by a family member/friend/community representative who can
assist with his communication?
After establishing these factors, I would confirm what resources are available for his needs e.g.:

- If he does not have hearing aids, are we able to assist in providing them for Jaime?
- If Jaime lip-reads well, set up the room so he is facing the other members of the discussion.
- If not, is there a fluent sign interpreter available (either in at our service or by video-link)?
- If Jaime is a confident reader, what written information (online or printed) is available?
- If he is not a confident reader, are there pictogram materials which will assist his
understanding of the discussion?
- If he is accompanied, is the person likely to be a reliable interpreter or will they be biased?

After I have this information, I would aim to have it available at our first meeting.

If Jaime is not a fluent reader or speaker, I would arrange a sign translation service in order to
establish his understanding of the discussion and to prevent misunderstandings.

If appropriate, I would provide a written or video summary of conclusions and actions, to confirm his
communication needs have been met.

Result □ S □ NS

Page 20 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

2.1.3 Explain the characteristics that make up a positive, healthy working relationship with
clients.

Establishing an effective working relationship with a client involves developing a rapport, which is a
state of harmonious understanding, in order to open communication lines.

This includes finding common ground and being empathetic to the clients wants and needs. It
involves being friendly without trying to be their friend (as that is not necessarily conducive to
making the best decisions on their behalf).

Some of the characteristics that make up a healthy working relationship include:

- Building trust – This is the basis of every good relationship as it helps form a powerful bond
so you can work together and communicate effectively. Building trust includes being open,
honest and fair with your client.

- Establishing mutual respect – If this can be achieved and maintained, you will value your
client's input and ideas, and they will value yours. Working together the sum of your
collective insight, wisdom and creativity may be great than that of you as individuals.

- Practising mindfulness – Taking responsibility for your words and actions means that you are
careful and thoughtful about what you say and do and don't let your negative emotions
impact on the client.

- Welcoming diversity – This involves not just accepting diversity, but promoting it by
encouraging different opinions or practices, actively seeking ideas that are “out of the box”
and factoring these insights into your decision-making.

- Communicating openly – Providing honest and comprehensive information while

encouraging two-way conversations, alternate ideas and feedback. Being open to differing
opinions and validating the feelings of the client even if you can't agree.

- Establishing boundaries – Early on in the relationship, outline what the rules are – what do
they expect of you and what do you expect of them? What can and can't you do? What is
the purpose of the relationship? What is your role? What are their rights and
responsibilities?

- Being ethical – Be transparent in all that you do, maintaining the client's confidentiality,
advocating for their rights and encouraging their empowerment and self-determination.

Result □ S □ NS

Page 21 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

Scenario 2.2

Consider the following difficult situations. Provide a list of strategies to defuse these potentially
difficult situations.

Situation Response Strategy

Aggressive Strategies to assist in defusing aggression before it occurs include:
Behaviour – If possible, make yourself aware of the client's history prior to meeting them
– have they exhibited aggression in the past? If so how? What appears to
have triggered it? How was it dealt with?
– Learn the early signs of aggression (in general, if you cannot establish them
individually for this client).
– Never confront an aggressive person alone.
– If meeting in a closed area, Don't never allow the aggressive person to
position themself between you and the door.
– Choose your words in advance and avoid using “you” statements that imply
that you are blaming the aggressor.
– Try to empathise with what the other person may be feeling or why they
may be acting out.
– Avoid becoming judgemental and don't attack the person’s character.
– Be aware of your body language and avoid any actions that may provoke a
sense of fear or anger in the person.
– Don't touch a person during a confrontation about their behaviour.

If aggression occurs - Is it verbal or physical aggression they are displaying?

– If only verbal, hear them out, don't argue. Acknowledge their behaviour in a
non-aggressive manner and avoid statements that lay blame.
– If physical, try to remove yourself and any others from harm's way, and
contain the aggressor is a safe but non-threatening space. Provide for their
comfort if possible and allow them time to “cool down”.
Once aggression has subsided:
– Agree on a way to move forward – Can the meeting be continued or would it
be better to postpone it?
– If possible, try to establish what caused the aggression and reassure them
that there is no blame, you are just trying to establish the facts.
– Set clear boundaries about the consequences of such behaviour in future.

Anxiety When dealing with anxiety there are a number of do's and don'ts:
– DO indicate that you've noticed changes in their behaviour or feelings
– DO spend time talking about their experiences
– DO let them know you're there to listen without being judgemental
– DO highlight the option of seeing a doctor or health professional & assist
them to arrange an appointment or accompany them if appropriate.
– DO follow up - asking how their appointment went if you didn't attend.
– DO assist them in finding information about anxiety or depression including
accessing support services in person, on the phone or online.
– DO talk openly about their feelings.

Page 22 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

– DO encourage them to try to get enough sleep, exercise and to eat well.
– DO encourage them to use self-help strategies (e.g. breathing exercises)
– DO encourage them to face their fears with support from their doctor or
psychologist.
– DO contact help if they become a threat to themselves or others.
– DON'T pressure them to "just relax" or "calm down"
– DON'T stay away or avoid the person
– DON'T pressure them to manage how they're feeling with drugs or alcohol
– DON'T assume that you can make them feel less anxious on your own.
– DON'T help them avoid situations that make them feel anxious.
– DON'T assume the problem will just go away.

Mistrust As with all difficult situations, there are some things you can do before-hand which
will minimise the instances of mistrust occurring:
– If possible, know their history – is their background (or yours) one that is
likely to make them trust you?
– Know and respect their individual, cultural and social differences to avoid
misunderstandings.
– Has this person had instances before when their trust has been betrayed?
– What things can you say or do to promote trust with someone of their
background?
– Use appropriate translators or aids to communication if there is likely to be
a misunderstanding.
During contacts or meetings, the following can assist in avoiding mistrust -
– Acknowledge their concerns – if there is a reason for them to feel
mistrustful, deal with it up front.
– Practice active listening – if they feel they are being heard, they are more
likely to trust you.
– Express empathy and concern, even if their feelings are unfounded.
– Establish boundaries – be clear about what you can and can't do for them.
– Observe their body language and responses – do these indicate that they do
not trust/believe what is being said?
– Watch your body language – does it reinforce that you are being truthful, or
suggest deceit? e.g. eye contact, open posture etc.
– Be open and honest at all times – nothing promotes mistrust faster than the
finding out that something is being held back or you are being lied to.
– Be patient and take your time – rushing can lead to the feeling that
something is not right.
– Use Motivational Interviewing techniques to reinforce that this is about
them and not you/your organisation.
Following the conflict situation, build future trust by:
– Summarising any decisions or actions from the meeting so they feel that
progress is being made.
– Living up to your commitments & promises., be honest with them when
something prevents that.
– Keeping communications lines open so they know you haven't just put their
issues aside.

Page 23 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

Result □ S □ NS
Scenario 2.3

2.3.1 Using the following template or your own organisation’s please create an agenda for either a
real or fictional meeting.

Meeting Agenda
Purpose of meeting: RAO Activities Review & Planning
Meeting Time and Date: Wednesday, March 20th, 10.30am
Meeting Venue: LLT Staff Room, Banyula Lodge
Apologies: Simone Olive, Amy McGann

Agenda Items:
1. Minutes of the previous meeting
2. Business arising from previous minutes
- Results of consultation with Management on Industry Award - Lorraine
- Progress on management approval for second tablet for MCU - Lorraine

3. Correspondence
- Community Bus Service – new regulations
- Letter of Appreciation – The family of resident

4. Business arising from correspondence

5. OHS & Risk
6. Reports
- Review – Effectiveness of St Valentine's Day activities - Clare
- Progress - Forward planning for Easter - Karyn
- Progress - Forward planning for Anzac Day - Karyn

7. General Business
- Budget constraints & expense approvals - Lorraine
- Upcoming Red Conference in Port Macquarie - Lorraine
- Suggested activities for Mother's Day – Clare

- Proposal to alternate meeting dates between Tuesdays & Wednesdays - Simone

8. Next Meeting
- Wednesday, April 18th, 10.30am
- LLT Staff Room, Banyula Lodge

Page 24 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

- Attendees – All LLT staff

- Apologies - Val Gillis – Annual Leave, Amy McGann – Nursing shift

9. Meeting Close Result □ S □ NS

2.3.2 How could you distribute the agenda to the relevant parties?

The most effective ways to distribute this agenda would be:

- Attach it to an email sent to the group: LLT Banyula Lodge (which includes all RAO's at this
facility, plus supervisor, Lorraine Faulkner)
- Post a copy on the LLT intranet
- Post a copy of the agenda on the notice board in the LLT Staff Room, Banyula Lodge
- For staff who are on leave prior to the meeting, follow up with an email to their personal
email addresses

Result □ S □ NS
2.3.3. Explain the skills and attributes required to effectively chair a meeting.
To effectively chair meeting, the following skills and attributes are required:

- Impartiality – You must leave your own opinions aside and ensure that all participants have a
chance to share their views.
- Assertiveness – In order that everyone receives a fair hearing you may need to prevent some
attendees from dominating the proceedings, encourage others to contribute and work to
prevent interruptions when someone is speaking
- Staying on course – Starting the meeting with routine items allows easy decisions and the
feeling of progress and achievement. More complex or contentious items can dominate
proceedings and may need to be deferred to the next meeting.
- Summarising – Ensure that agreement is reached as each topic is finalised by summarising
any agreement and adding it to the minutes. At the end of the meeting confirm that
everyone has a clear overview of the meeting, by concisely and impartially summing up what
has occurred and what has to happen next.

Result □ S □ NS
2.3.4. How will you encourage participation from members of the meeting?

In order to encourage participation by meeting attendees, you should:

- Greet all attendees and make them feel welcome, (including latecomers)
- Review the agenda and set priorities for the meeting so everyone knows where they stand

Page 25 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

- Stick to the agenda & use time limits so those further down the agenda don't feel
undervalued
- Encourage group discussions so everyone can have their say
- Promote only constructive and relevant comments so time-wasting doesn't use up valuable
minutes
- Tactfully end destructive or non-productive discussions so members don't feel invalidated or
sidelined.
- Encourage feedback so members feel their opinion is valued
- Actively listen and show genuine interest, appreciation and confidence in all members.
- Prompt quieter people to contribute sooner rather than later
- Encourage and acknowledge all members in an impartial way when they participate
- Put aside time after the meeting to hear contributions from those who are reluctant to
speak in the forum.

Result □ S □ NS
Scenario 2.4

2.4.1 Using the following template or your own organisation’s, please create minutes for either a
real or fictional meeting.

Purpose of meeting: RAO Activities Review & Planning

Meeting Time and Date: Wednesday, March 20th, 10.30am
Meeting Venue: LLT Staff Room, Banyula Lodge
Apologies: Simone Olive, Amy McGann
Budget Constraints & Expenses: Responsibility: Due:
Due to budget constraints it is agreed that any expense over $20 will be approved beforehand by
Lorraine
Contact Lorraine prior to expenditure over $20 All Ongoing
Red Conference:
The RED Conference: A Regional Experience in Practical Dementia Care will be held in Port
Macquarie over two days on March 28-29, 2019. Staff members Vanessa Brown & Simone Olive,
plus volunteer Trish Smith will attend on the Friday.
Attend conference Vanessa, Simone, 29th March
Trish
Report on conference at the next meeting Vanessa, Simone 18th April
Mother's Day Activities:
Mother's Day activities will include providing cards & chocolates for all female residents (discussing
whether to provide them to those who aren't mothers), plus craft activities to create decorations
and flowers.
Research creating paper craft chrysanthemums/carnations/roses Kath, Karyn 3rd May
Design Mother's Day cards Karyn 3rd May

Page 26 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

Create Mother's Day posters for colouring by residents Karyn 3rd May
Print 40x cards on pink paper Kerrie 6th May
Carry out craft activities with residents of MCU Karyn, Kath 6-7th May
Buy 40x chocolate hearts Linda 8th May
Decide on recipients & personalise cards Clare, Linda 8th May
Decorate facility Clare, Linda 8th May
Organise with Team Leaders for nurses to distribute cards & Clare 10th May
chocolates on Mother's Day
Nurses distribute cards & chocolates Nurses 12th May
Alternating Meetings between Tuesdays & Wednesdays
Each alternate meeting will be held on Tuesday in future, to allow those staff who don't work on
Wednesdays to attend
Change next scheduled meeting to Tuesday closet to current date Lorraine Completed
Meeting Close – 11.15am
Next meeting will be held on Tuesday, April 17th, 10.30am in the LLT Staff Room, Banyula Lodge
Result □ S □ NS
2.4.2 Discuss the ways in which you could gather feedback on the effectiveness of the meeting.

Soliciting feedback is the primary method of determining the effectiveness of the communication.
This involves asking questions such as:
- What do you think went well?
- What did you find difficult?
- Was all the material covered?
- How did you feel about any disagreements?
- Did you have an opportunity to express your views?
- What changes would you like to see at the next meeting?
- What might change your participation next time?
The following strategies may be used to gain such feedback on the effectiveness of a meeting:
- End-of-meeting survey – This could be provided for completion anonymously, meaning that
responses are fresh in the attendees minds and reactions can be more timely.
- One to one meetings – This can be particularly effective in eliciting feedback from shy or
quiet members who don't have the confidence to speak up in an open forum.
- Employee groups – Asking employees for responses as a group may lead to more honest
feedback as there is less fear of reprisals from individual negative feedback.
- Communication boards – Encouraging member responses by ticking a posted survey sheet
may be an option, but there is always the chance that those with divergent opinions may “go
with the flow” after seeing others' responses.

Page 27 of 28
ASSESSMENT TASK 1 AND 2
CHCCOM002 – USE COMMUNICATION TO BUILD RELATIONSHIPS
CHC43415 – CERTIFICATE IV IN LEISURE AND HEALTH
Participant name: Karyn Ashlin

- Verbal feedback – Asking for verbal feedback at the end of the meeting may discourage
those who are shy or have negative responses to offer. Suggesting alternate times or venues
may lead to more comprehensive and honest feedback.
- Suggestion boxes – Anonymous feedback boxes will allow those who are worried about the
response to their feedback to provide more honest contributions.
- Electronic communications – This could include requesting emailed feedback or providing a
link to an online survey (which could be anonymously completed).
- Neutral observer – Inviting an impartial observer may be a method of gaining quality
feedback, as long as they have enough knowledge of the group to make accurate
judgements.
- Self-feedback – A meeting leader may evaluate their own performance by answering
questions such as those above, plus others such as:
o Did all the members have the opportunity to/participate?
o Were all the members provided with appropriate information?
o What were the reactions of particular members to specific topics?
o Were there specific members who dominated the discussion?
o Did members criticise each other?
o Was there adequate time allotted for each discussion point?
o Were the members supportive of each other's ideas?
o What was the tone of the room at the end of the meeting?

Result □ S □ NS

Page 28 of 28