CHCPRP001

Develop and maintain networks

and collaborative partnerships
Learner Workbook
 Table of Contents
Table of Contents...........................................................................................................................2
Instructions to students:.................................................................................................................4
Assessment instructions...............................................................................................................4
Assessment Task...........................................................................................................................4
Assessment requirements............................................................................................................4
Competency outcome...................................................................................................................5
Assessment appeals process.........................................................................................................6
Special needs.................................................................................................................................6
Additional evidence......................................................................................................................6
Confidentiality...............................................................................................................................6
Academic misconduct...................................................................................................................6
Learner Activities..........................................................................................................................10
Activity 1A....................................................................................................................................10
Activity 1B....................................................................................................................................11
Activity 2A....................................................................................................................................12
Activity 2B....................................................................................................................................13
Activity 2C....................................................................................................................................14
Activity 2D....................................................................................................................................15
Activity 2E....................................................................................................................................16
Activity 1A to 2E Assessor feedback............................................................................................17
Activity 3A....................................................................................................................................18
Activity 3B....................................................................................................................................19
Activity 3C....................................................................................................................................20
Activity 4A....................................................................................................................................21
Activity 4B....................................................................................................................................22
Activity 4C....................................................................................................................................23
Activity 5A....................................................................................................................................24
Activity 5B....................................................................................................................................25
Activity 3A to 5B Assessor Feedback............................................................................................26
Knowledge Activity (Q & A).............................................................................................................27
Knowledge Activity (Q & A) assessor feedback............................................................................28
 Case Study.......................................................................................................................................29
Case Study: Mariana Lopes..............................................................................................................29
Part 1: Identifying and Prioritising Organisation and Individual Needs............................................32
Part 2: Collaborating Through Email................................................................................................37
Part 3: Collaborating Through Memo................................................................................................1
Part 4: Collaborating with external individuals or groups..................................................................3
Case Study- Assessor Feedback.....................................................................................................4
Supplementary Oral Questions (optional) – for assessor.................................................................5
Instructions to students:

Assessment instructions

Overview

The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide
of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided
with information relating to your assessment, including how they are to be completed and submitted.
Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid
issues such as academic misconduct, submitting past the due date and providing incomplete assessments,
which you will be required to resubmit. If you fail to understand or need more clarification on the assessments,
you are required to contact your trainer/assessor for further information.

Assessment Task

The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being
taught within a given course. This will be done by using an assessment criterion which shows what you need to
do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you
are required to:

 Complete each question, including any sub-questions;

 Provide in-depth research on the topic, using appropriate primary and secondary sources;

 Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including
references to the sources used.

All assessments required to be completed are compulsory as it is a required condition of your enrolment.

Assessment requirements

The assessments within this document can be completed through several approaches such as:

 Observation of real, indisputable actions as they occur;

 Written or oral task such as reports, role play, work samples etc;

 Portfolios;

 Questions, or third-party evidence, in which the relevant document (observation document is to be

completed by the agreed third party.
All documents relating the third-party observation is to be provided to your trainer/assessor as this will be
used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g.,
from the workplace), or clients/customers.

Please be informed that all assessments are to be typed up. Any handwritten assessments will not be
permitted unless approved by the trainer/assessor. You must also comply with assessment policy and
procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated
simulated environment.

During the simulation session, the student is required to meet the following requirements:

 Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)

 Be aware of relevant procedures in case of accident, emergencies, evacuation

 Follow the start and finish times, breaks, work routines, etc.

 Follow the policies on personal phone calls and personal emails.

 The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student
Attendance and Academic Progression policy and procedure.’

 Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct
Rules’.

 Students should come prepared for the planned activities for simulation.

Observation/demonstration/simulation (if required):

You may be required to perform tasks/works/assessments through observations, simulation, or

demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation
diary or any other related documents for tasks/works/assessments. The observation, simulation or
demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs.
During observation, demonstration or simulation, you will be provided with necessary information (e.g.,
timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task
or assessment in accordance with the required instructions.

Competency outcome

Upon completing the following assessments, your trainer will either mark the assessment indicating S for
satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory
marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for
‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit.
If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the
third attempt or (ii) redo the course unit again, which requires re-enrolment. Please be aware that the third
attempt of resubmission or re-enrolment to the course can result in additional costs/fees.

Assessment appeals process

As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made
unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If
you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course
coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and
procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

Special needs

Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability).
However, the trainer/assessor must be well informed about this so they can immediately implement the
necessary adjustments and have it ready before commencement.

Additional evidence

If at any event during or after the assessment process, the trainer/assessor requests you to provide additional
information or an alternative submission to establish your level of competency, then you are required to do so.
However, you must do so in a way that avoids any issues of privacy or confidentiality.

Confidentiality

All information provided to us regarding your job, workplace and employer will be kept confidential in
accordance with the relevant law. However, it is your responsibility to check that all information provided to us
does not involve details unrelated or not agreed upon for disclosure. For example, information about your
employer, colleagues and other related third parties who might be involved. Although we may require
information about these other parties, it is your responsibility to check that valid consent has been given from
these individuals before providing us with the requested information. This process of obtaining information
from the relevant parties must also be done in accordance with the relevant law.

Recognised prior learning

Any candidate may apply for credit transfer which they wish to count towards their course credit following the
application and assessment process of the credit transfer policy and procedure.
Academic misconduct

Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which
attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope
of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below:

Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This may include
acts such as, but not limited to:

 Copying the direct words of a sentence or paragraph presented in a source, without referencing it or
giving it proper acknowledgement. This also extends to any structure used in completing the
assignment; and

 Submitting the same assignment as another learner who either is currently or has previously
completed it and presenting it as their own work.

Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of
assessment. Examples of cheating include:

 Failing to adhere to examination conditions, for example, speaking or communicating with other
candidates in an examination, bringing unauthorised material into the examination room, reading or
attempting to read other students' answers, leaving the examination or test answer papers exposed
to another student’s view;

 Impersonating another student or arranging for someone to impersonate a student in any assessment
task;

 Purchasing assessment items from a contract cheating or ghost-writing service and presenting them
as the student’s own work;

 Allowing others to complete any assessment task and/or submit an assessment task which is not the
student’s own work;

 Fraudulent representation of any required documentation, for example, prior qualifications, or

medical certificates.

Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to
produce an assessment which is submitted as their own. This may involve two or more learners working
together to produce the content of an assessment before submission.

Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing
your assessment it is advised that you refer to our Academic Misconduct policy and procedure at
https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found
committing any of these acts, you will be investigated in which the appropriate disciplinary action will be
taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with
your trainer before submitting the final assessment.
Student Details

Student ID: _____________________________________________________________

Name: _____________________________________________________________

Phone: _____________________________________________________________

Email: _____________________________________________________________

Declaration

I declare that

 The content in this document is my own work, based on my own study and research and no part of it
has been copied from any other source, except where acknowledgement/reference has been made.

 The content in this document is my own work and no part of the work has been copied from any
other student who is currently studying or was graduated from the college.

 I have read and understood all instructions and requirements for the work, task, or assessment that is
assessed by my trainers and/or assessors. The understanding includes the submission date and time.

 I will keep a copy of my submitted work (e.g., logbook, or assessment).

I have read and understood the assessment policy and procedures, and academic misconduct policy and
procedures:

 I will perform my work to the best of my ability.

 I will not commit academic misconduct stated in academic misconduct policy and procedures.
Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.

 I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent
result for the unit of competency. This can result in work/assessment/task resubmission and re-
enrolment of the unit of competency which can incur additional costs/fees to me.

 I understand that any assessment/task/work deemed unsatisfactory will require me to undergo

reassessment which may be different to the one originally submitted.

 I give permission for my assessment/task/work to be reproduced, communicated, compared, and

archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy
and procedures

 I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the
result. I will follow the complaints and appeals policy and procedures at
https://aibtglobal.edu.au/support/student-forms/policies/.
  I take full responsibility for the correct submission of this assessment/task/work in the required
place/channel with the correct cover sheet.

Student Signature: ____________________________________________________________

Date: _____________________________________________________________

ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the

learners involved should be provided below:

If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other
student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply
will result in not satisfactory result of required work, assessment, or task.

The content of this work/task/assessment is completed by the students named below. All students
acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution and in
accordance with the requirements. All students declare that no part of this assessment, task, or work is taken
from or completed by any other student. If the assessment, work, or task cites or paraphrases information
from other sources, reference and acknowledgement of those sources must be provided.

Student 1:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 2:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 3:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 4:
Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Learner Activities
Activity 1A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to understand how to evaluate the ways in
which individual and organisation performance may be improved through
collaboration and identify and prioritise organisation and individual needs.
Activity 1. Explain a scenario in the past when collaboration could have improved your
work performance. What happened and how would collaboration have
improved it?

2. What potential networking needs may you identify? Use workplace

examples where possible.
Activity 1B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to understand how to identify gaps in
networks and collaborative practice and identify required action to fill the gap.
Activity What networks are relevant to your work role, organisation’s priorities and
target groups?
Activity 2A
Estimated Time 40 Minutes
Objective To provide you with an opportunity to understand how to gather and review
information about relevant services, organisations and key people.
Activity 1. Use relevant resources to gather information about services, organisations
or people you could network with. (Resources include websites, word of
mouth and company information.)

2. Review the information to identify which you will follow up with and why.
Activity 2B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to understand how to pro-actively initiate
relationships with other inter and intra sectoral professionals and organisations.
Activity 1. How can you contribute appropriately to networks following principles?

2. What should you be aware of when communicating with network

participants?

3. How can knowing the above inform communication within the network?
Activity 2C
Estimated Time 10 Minutes
Objective To provide you with an opportunity to understand how to share information
and resources, where possible, with other organisations to overcome
duplication in service delivery.
Activity Why should you share information/resources to prevent duplication?
Activity 2D
Estimated Time 10 Minutes
Objective To provide you with an opportunity to understand how to maintain currency
and accessibility of information.
Activity Explain how you would ensure your information is up to date.
Activity 2E
Estimated Time 30 Minutes
Objective To provide you with an opportunity to understand how to define and document
the type and level of collaboration, and negotiate with the relevant people.
Activity 1. What different types of collaboration may you take part in?

2. Record a collaboration including the methods you used to collaborate with.

Activity 1A to 2E Assessor feedback
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence CHCPRP001- Develop and maintain networks and collaborative
(Code and Title) partnerships
Date(s) of assessment

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:
Learner’s signature

Assessor’s signature

Activity 3A
Estimated Time 10 Minutes
Objective To provide you with an opportunity to understand how to identify opportunities
that meet client, personal and organisation goals.
Activity What should you know to in order to identify opportunities in your area of
work?
Activity 3B
Estimated Time 25 Minutes
Objective To provide you with an opportunity to understand how to plan and implement
integrated projects and service delivery.
Activity 1. How can Gantt charts help to plan a project?

2. Give an example of when you have experienced difficulties working on a

collaborative project in the past. How did you solve or attempt to overcome
it?
Activity 3C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to understand how to liaise with staff from
relevant organisations on a formal and informal basis.
Activity What is the difference between formal and informal meetings?
Activity 4A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to understand how to promote a positive
image of the organisation at available opportunities.
Activity Describe how you would act and present yourself when meeting a contact for
the first time.
Activity 4B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to understand how to communicate issues,
policies and practices of the organisation in appropriate formats.
Activity What should you do if a proposed collaboration project conflicts with your
organisation’s issues, policies and practices?
Activity 4C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to understand how to implement
confidentiality measures that protects clients, organisation and network.
Activity What factors can ensure confidentiality?
Activity 5A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to understand how to maintain networks
and other work relationships to provide identifiable benefits for clients and the
organisation and improve and maintain networks and collaborative
partnerships.
Activity 1. How can record keeping help to maintain and improve relationships?

2. Name ways that you can use to maintain relationships.

3. When should you refer a client?

Activity 5B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to understand how to monitor benefits to
worker, organisation and client group in ongoing participation and evaluate
strengths and weaknesses of collaborations and make recommendations for
action.
Activity 1. Why should you monitor the benefits provided by ongoing collaboration?

2. Evaluate the strengths and weaknesses of a past collaboration. Make a

recommendation of how you would have improved it.
Activity 3A to 5B Assessor Feedback
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence CHCPRP001- Develop and maintain networks and collaborative
(Code and Title) partnerships
Date(s) of assessment

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:
Learner’s signature

Assessor’s signature
Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

 Legal and ethical considerations for collaborative practice

 Principles of networking and collaboration
 Different types of networks and collaboration
 Benefits of networking and collaboration
 Values, limitations and dynamics of networks and collaborative partnerships
 Industry structure and interrelationships between different organisations
 Established networks in relevant area of work

Answer each question in as much detail as possible, considering your organisational requirements
for each one.

1. What are the legal and ethical considerations for collaborative practice?

2. Describe the principles of networking and collaboration.

3. Give three examples of different types of networks and collaboration.

4. What are the benefits of networking and collaboration?

5. Give two limitations of networks and collaborative partnerships.

6. Give an overview your industry structure and the interrelationships between at least two
different organisations.

7. Describe an established network in your area of work and provide the following information:

 Structure
 Key stakeholders
 Vision and purpose
 Opportunities for participation
Knowledge Activity (Q & A) assessor feedback
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence CHCPRP001- Develop and maintain networks and collaborative
(Code and Title) partnerships
Date(s) of assessment

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature

Assessor’s signature
Case Study

Objective: To provide you with an opportunity to demonstrate the required performance

elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

 Developed strategies for networking and collaboration for at least 1 organisation

 Worked collaboratively with external individuals or groups in at least 3 different service
delivery situations
Case Study: Mariana Lopes

Lotus Compassionate Care is a service provider of individual support services.

You can find out more about Lotus Compassionate Care by visiting their
website linked below:

Lotus Compassionate Care

Username: newusername Password: newpassword

One of Lotus Compassionate Care’s

newest residents in its Residential
Care Unit is Mariana Lopes, an
immigrant from the Dominican
Republic who has only been living in
Australia for a year. Six months ago,
she was diagnosed with
Fibromyalgia, a disorder that causes
widespread and chronic muscle
pain, fatigue, sleep problems, and memory problems. This condition makes it
difficult for her to move around at home and carry out her activities of daily
living (ADLs), such as taking a shower and dressing up. Mrs. Lopes is a widow
and lives with her only son, Anthony, who recently got divorced and is childless.
She is left alone at home most of the day when Anthony is at work. Because of
this, she decided to move into Lotus Compassionate Care three weeks ago to
access their residential care services.

Two weeks ago, Mrs. Lopes’ Fibromyalgia worsened due to the low winter
temperatures, triggering increased pain in her legs and hips, as well as
 increased fatigue. She can barely get out of bed without the assistance of Laura,
her individual support worker. According to Dr. James Campbell, Lotus
Compassionate Care’s general practitioner, Mrs. Lopes’ condition—called
Fibromyalgia flare—can last throughout the winter season, and she needs a
high-level of assistance with her activities of daily living during this time.

Also, Mrs. Lopes’ native language is Spanish, and she knows little English. This
has caused her to feel loneliness and social isolation because this language issue
prevents her from building good relationships with Laura and other residents of
the facility.

The problem is, although Lotus Compassionate Care has the capability and
facilities to meet the needs of a client with Fibromyalgia, it no longer has access
to:

 professional interpreting and translating services,

 ethnic/multicultural organisations to source and employ bilingual staff
who can address language issues and provide comfort and social support
to clients who are non-native English speakers, and
 organisations that can provide language lessons and cultural awareness
training for its staff so that they can better meet the needs of clients who
are non-native English speakers.

Lotus Compassionate Care must immediately address these gaps in its networks
and collaborative partnerships in line with its policies and practices which
include:

1. Anti-discrimination practices
2. Code of Ethics for Residential Aged Care, particularly:
 The right of individuals to be treated with respect.
 The right of individuals to have their religious and cultural identity
respected.
 The right to an appropriate standard of care to meet individual
needs.
 The recognition that human beings are social beings with social
needs.
3. Code of Conduct, particularly:
  Promote and protect client’s right about diversity and equity.
 Provide person-centred care that considers the individual’s culture,
religious, social, emotional, and physical needs.
4. Training and development for staff to achieve the organisation’s goals and
objectives

For the purpose of this assessment, this case study scenario is

located in your state/territory.
Part 1: Identifying and Prioritising Organisation and
Individual Needs

1. Based on the scenario, identify three (3) needs of Mrs. Lopes and list them in
order of importance.
Guidance:
 The first priority must relate to Mrs. Lopes’ need for daily self-care.
 The second priority must relate to Mrs. Lopes’ communication needs.
 The third priority must relate to Mrs. Lopes’ emotional needs.

a)

b)

c)

2. Identify three (3) needs of Lotus Compassionate Care that it must address to
meet Mrs. Lopes’ needs and list them in the order of their importance.
Guidance:
 The first priority must relate to addressing Mrs. Lopes’ need for daily
self-care.
 The second priority must relate to addressing Mrs. Lopes’
communication needs.
 The third priority must relate to addressing Mrs. Lopes’ emotional
needs.

a)

b)

c)
3. Identify three (3) gaps in Lotus Compassionate Care’s networks and
collaborations based on the scenario.

a)

b)

c)

4. Naomi Finch, your supervisor, has assigned you to head a committee tasked to
address the language issue in Mrs. Lopes’ case. One of your tasks as head of
the committee is to come up with a strategic plan on how to address gaps in
Lotus Compassionate Care’s networks and collaborations.

To complete this task, fill out the Networking and Collaboration Plan
Template provided on the next page. In filling the template:
a. Identify two (2) gaps in Lotus Compassionate Care’s networks and
collaborations
b. Identify one (1) action plan to address each gap above
c. Identify two (2) resources needed to address each gap
d. Identify the person responsible for addressing the gap
e. Determine time frames for implementing the action plan

Guidance: The first gap has already been identified and completed for your
reference

To assist you, Naomi Finch has provided you with the following suggestions:
 The implementation of the strategies is recommended to be completed
within the next three – four weeks.
 You and Naomi will be tasked to implement the strategies you
identified.

For the purpose of this assessment, Naomi has assigned this task to
you on 22 April 20xx, where 20xx is the current year.
 Networking and Collaboration Plan

Resources needed to
Gaps in Lotus implement strategy
Compassionate Care’s Person
Action plan for addressing gap Timeframe
networks and responsible
collaborations Guidance: Identify two
(2) resources.

Sample response:
Lack of access to
professional interpreting
and translating services
5. In the table below, discuss how addressing the gaps in Lotus Compassionate Care’s networks and
collaborations will improve the following:
a. Laura’s performance, and
b. Lotus Compassionate Care’s performance.

Impact of Addressing Networking and Collaboration Gaps

1. On Laura’s
performance

2. On Lotus
Compassionate
Care’s performance
Part 2: Collaborating Through Email

1. As head of the committee to address Mrs. Lopes’ language issue, you were
tasked to search for organisations that Lotus Compassionate Care can partner
with to provide language support to Mrs. Lopes and any other non-native
English speaking clients that it may have.

Research one (1) organisation that offers professional interpreting and

translating services in your state/territory. Write an email to the key contact
person of that organisation. Introduce yourself as a representative of Lotus
Compassionate Care and indicate that you are seeking a collaborative
partnership with them for your organisation.

Guidance:
In your email, ensure to include information about Lotus’ policies and
practices. You may refer to the Case Study scenario for these policies and
practices, as well as to Lotus Compassionate Care’s Staff Handbook linked
below:

Lotus Compassionate Care Staff Handbook

Also, ensure to maintain confidentiality in your email:

1. Do not include information about the client, by the Code of Ethics.
2. Do not include sensitive information.
3. Do not mention that Lotus Compassionate Care used to collaborate
with an organisation that offers professional interpreting and
translating services.

NOTE: Write your email using the email template provided; you do
not need to send an actual email.
 Name of
Organisation:

From:

Subject:

Message:
Part 3: Collaborating Through Memo

1. The collaboration between Lotus Compassionate Care and the organisation

that provides professional interpreting and translating services has been
finalised and will start next week. As head of the committee responsible for
establishing this collaboration, it is your task to formally announce its launch
to all relevant parties of the collaboration.
To complete this task, fill up the Lotus Compassionate Care Memo
Template below. This memo will be distributed to all collaboration
members, which includes the following:

a. the staff of Lotus Compassionate Care, and

b. the staff of the organisation providing professional interpreting and
translating services.

Your memo should have the following information:

a. a subject heading that clearly and concisely describes the memo’s
content (e.g. New Professional Interpreting and Translating
Services for Non-native English Speaking Clients);
b. Lotus Compassionate Care’s current lack of access to professional
interpreting and translating services for non-native English
speaking clients;
c. Lotus Compassionate Care’s policies and practices for caring for
non-native English speaking clients;
Guidance: You may refer to the case study scenario or the Lotus
Compassionate Care Staff Handbook for these policies and
practices.
d. the lack of access to professional interpreting and translating
services, and the policies and practices for caring for non-native
English speaking clients as the basis for the collaboration;
e. a brief introduction of the organisation that offers professional
interpreting and translating services;
f. the start date of the collaboration, its duration, and the services
that are part of the collaboration; and
g. what staff should do if they have a non-native English speaking
client during the collaboration.
Also, ensure that your memo follows Lotus Compassionate Care’s policies for
privacy and confidentiality and documentation which includes:
 Staff are not to disclose or discuss any information about a client

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 without the necessary authority except where it relates to their daily
care of that individual during their work.
 Staff should put a date on all types of written documentation.
 Written documentation should be objective and use understandable
language (only use abbreviations approved by the Lotus Compassionate
Care).
 Written documentation should be concise, accurate, and factual.
 Information should be presented in a logical order.
 The author of a written documentation should put their name, status,
and signature in the written documentation.

For the purpose of this assessment, the start of the

collaboration is on 18 April 20xx, where 20xx is the current
year, and it will end on 21 April 20yy, where 20yy is two years
from the current year.

Memorandum

To:

From:

Date:

Subject:

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 Part 4: Collaborating with external individuals or groups

1. Describe other two examples of service delivery situations where you could
have worked collaboratively with external individuals or groups in the above
case study. Demonstrate your examples using different ways of collaboration.

For the purpose of this assessment, the start of the collaboration is on

18 April 20xx, where 20xx is the current year, and it will end on 21
April 20yy, where 20yy is two years from the current year.

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Case Study- Assessor Feedback
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence CHCPRP001- Develop and maintain networks and collaborative
(Code and Title) partnerships
Date(s) of assessment

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature

Assessor’s signature

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Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.

Learner’s name

Assessor’s name

Unit of Competence
(Code and Title)

Date of assessment

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

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Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

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Feedback for the learner

I have read, understood, and am satisfied with the feedback provided by the assessor.

Learner’s name

Learner’s signature

Assessor’s name

Assessor’s signature

CHCPRP001 Learner Workbook V2.0 Page 7 of 48

CHCPRP001 Learner Workbook V2.0 Page 8 of 48