Course Title: Facilitate workplace debriefing and support processes

Part B: Course Detail

Teaching Period: Term1 2017

Course Code: HWSS6102C

Course Title: Facilitate workplace debriefing and support processes

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C5345 - Diploma of Community Services (Case Management)

Course Contact: Bronwyn Tanti

Course Contact Phone: 9925 9079

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 120

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This course describes the skills and knowledge required to monitor and support workers. This includes implementing support processes to manage stress and emotional wellbeing of self or colleagues working in varied health and community service contexts. It also involves facilitating structured debriefing sessions to colleagues following incidents with the potential to impact on health and wellbeing.

This course applies to leadership or management roles where the individual provides peer to peer support to colleagues and refers to specialised support services in line with organisation guidelines as required. 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCMGT005 Facilitate workplace debriefing and support processes


1. Monitor welfare of colleagues

Performance Criteria:

1.1 Monitor stress and emotional wellbeing of colleagues, and where issues arise, take appropriate action in accordance with organisation standards and procedures

1.2 Use practices that acknowledge and accept differences and accurately identify diverse needs of colleagues

1.3 Identify required professional and personal performance standards and use to monitor stress and emotional wellbeing

1.4 Regularly use self assessment and reflectivebehaviour strategies to monitor performance

1.5 Regularly seek formal and informal performance feedback and act upon it as appropriate

1.6 Plan appropriately to identify current and potential areas of need within organisation and develop proposals to support these areas


2. Conduct structured debriefings following an incident

Performance Criteria:

2.1 Plan, prepare and conduct debriefing in line with organisation standards and procedures

2.2 Schedule debriefing as soon as possible following the incident

2.3 Conduct debriefing in a safe environment and in a manner that facilitates open discussion

2.4 Use appropriate debriefingtechniques to encourage further exploration of emotions and experiences to assist in reflection on issues

2.5 Use appropriate questioning to encourage colleagues to explore and acknowledge their concerns

2.6 Identify indicators ofrisk to self or others and respond according to the degree and nature of the risk

2.7 Document and report outcomes of debriefings in accordance with organisation standards and procedures

2.8 Identify and promptly respond to colleagues needing additional support and refer in accordance with organisation guidelines

Learning Outcomes

On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.

Details of Learning Activities

Classes where information is shared through talks and group discussions, and workshops where exercises are conducted to apply learning. Time is spent during classes and workshops for students to work on group and individual assessment tasks.

Teaching Schedule


Week 1

Monitoring colleague welfare

·         Understanding the need to monitor colleague stress and wellbeing

·         The nature of work in the sector, stressors and their impacts

Week 2

Implementing strategies to monitor welfare

·         Identifying and using performance standards to monitor stress and

          emotional wellbeing

·         Using self-assessment and reflective behaviour strategies to

          monitor performance and well-being

Week 3

Determining support to manage wellbeing

·         Seeking and acting on formal and informal performance feedback

·         Identifying and developing proposals to support areas of need within the


Week 4

Assessment workshop and presentations

·         Role play workshop exploring how to monitor and address well-being issues

·         Students participate in assessed role plays

Week 5

Debriefing colleagues

·         Understanding the debriefing process and the need for debriefing

·         Scheduling and planning for debriefing following an incident

Week 6

Reviewing and improving work practice

·         Conduct debriefing in a safe environment and facilitate open discussion

·         Use debriefing techniques to encourage exploration and reflection

·         Use questioning to encourage colleagues to explore and acknowledge concerns

Week 7

Identifying and responding to indicators of risk

·         Identifying colleague that need support beyond debriefing

·         Providing appropriate and relevant referrals for colleagues

·         Documenting and reporting outcomes of debriefings

Week 8

Assessment workshop and debriefings

·         Debriefing workshop and practice opportunities

·         Students participate in assessed facilitated debriefings


Learning Resources

Prescribed Texts


Other Resources

Overview of Assessment

Assessment task 1: Individual assessment

Assessment task 2: Individual assessment

Assessment task 3: Online quiz

Assessment Tasks

Assessment task 1: Work with colleagues during role plays to address their stress and wellbeing issues.

Assessment task 2: Facilitate a group debriefing following a critical incident.

Assessment task 3: Complete one online, self-paced quiz on the key issues and concepts relating to debriefing and providing support to colleagues.

Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These matrix's are available through the program coordinator

Other Information

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters:

Cover Sheet for Submissions

You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of implications of plagiarism.


It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Applying for an Extension

Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension.

Applying for Special Consideration

If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see:

Academic Integrity

Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.

If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website:

The RMIT library provides tools to assist with your referencing

Plagiarism and Collusion

Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.

Examples of plagiarism include:

  • Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
  • Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
  • Piecing together text from one or more sources and adding only linking sentences;
  • Copying or submitting whole or parts of computer files without acknowledging their source;
  • Copying designs or works of art and submitting them as your original work;
  • Copying a whole or any part of another student's work; and
  • Submitting work as your own that someone else has done for you.
  • Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.

For further information, please see the RMIT Plagiarism Policy –;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations –;ID=r7a7an6qug93

Plagiarism Software

The originality verification software Turnitin may be used in this course. For details, see:

Complaints Procedure:

RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.

Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.

Student Complaints Policy:

Student complaints Procedure:;ID=i1lexipvjt22

Student Complaints Form:


Police Checks

Students must obtain their own police check by the due date and pay the associated costs. Students who do not obtain a required police clearance by the due date shall not be able to undertake a practical placement or work experience activity that requires a Police Check.

The University shall not be obligated to organise a placement for a student who does not wish to obtain a Police Check.

Where required by the workplace, students shall provide a copy of their police check on request.

If a student is rejected by a workplace on the basis of a Police Check, the following actions shall occur, as appropriate:

-               advise the student of the outcome; and

-               discuss placement options with the student; and/or

-               provide program and career counselling.

RMIT will not store Police Checks on student files.

Early Termination of Placement

Under section 6 of the WIL Procedure, a placement may be ended early by the host organisation or School due to the student’s conduct and/or performance during the placement.

Possible reasons for such decisions may include, but are not limited to-

  • failure to follow processes required for safety
  • breach of client or patient confidentiality
  • failure to comply with the instructions of supervisors
  • or other unprofessional behaviour

Where a placement ends early, a meeting will be convened to discuss the sequence of events that led to the termination. This meeting will precede any consideration of a student’s progress by the Progress Panel (if applicable) or Program Assessment Board.


Course Overview: Access Course Overview