Community Services Institute of Training
LEARNING
PACKAGE GUIDE
for
CHCCOM504A
Develop, implement and promote
effective communication
techniques
Name:………………………………………………
Student Number:………………………………
Due Date: …../..…/……..
Teacher Name:.......................................................
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Assessment Package for Unit Code: CHCCOM504A
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Community Services Institute of Training
The Assessment Package for CHCCOM504A
Develop, implement and promote effective communication techniques
1.
Plan for the CHCCOM504A Assessment
I.
Purpose of the Assessment
To gather the evidence of the student’s competency standards of
the performance criteria CHCCOM504A.
II.
Performance Criteria
CHCCOM504A
Develop, implement and promote effective
communication techniques
Elements
Performance Criteria
Contribute to the
development of effective
communication strategies
1.1
Develop, promote, implement and review strategies
for internal and external dissemination of information as
required to maximise individual and organisation
effectiveness
1.2
In developing and implementing strategies, address
special communication needs to avoid discrimination in the
workplace
1.3
Establish channels of communication and review
regularly to ensure staff are informed of relevant
information in a timely way
1.4
Provide coaching in effective communication to staff
as required
1.5
Use negotiation and conflict resolution strategies
where required to promote effective operation of the
organisation
1.6
Negotiate issues with key stakeholders, clients and
staff to facilitate mutually acceptable outcomes
1.7
Maintain relevant work related networks and
relationships to meet client needs and organisation
objectives
1.8
Ensure all communication with clients and
colleagues is appropriate to individual needs and the
situation and promotes achievement of organisation
objectives
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Community Services Institute of Training
Represent the organisation
to a range of groups
Facilitate group discussions
Facilitate work group
interaction
Use specific communication
techniques to assist in
resolving conflict
2.1
Present relevant, appropriately researched material
in internal and external forums, in a manner that promotes
the organisation and is adjusted as required to meet
audience needs
2.2
Ensure presentations are clear and sequential and
delivered within a predetermined time, and utilise
appropriate media to enhance the presentation and
address audience needs
2.3
Respond to questions from the audience in a
manner consistent with organisation standards
2.4
Respect and consider differences in views in a way
that values and encourages contributions of others
3.1
Define and implement mechanisms that enhance
effective group interactions
3.2
Routinely use strategies that encourage all group
members to participate, including seeking and
acknowledging contributions from all members
3.3
Routinely set and follow objectives and agendas for
meetings and discussions
3.4
Provide relevant information to groups as
appropriate to facilitate outcomes
3.5
Evaluate group communication strategies to
promote ongoing participation of all parties
3.6
Identify and address the specific communication
needs of individuals
4.1
When conducting meetings, clarify purpose, agree
procedures, negotiate roles and responsibilities, adhere to
agreed timeframes and maintain equality of participation
and input by group members
4.2
Seek feedback on operation of group processes,
encourage suggestions for change and implement
appropriate action
4.3
Provide feedback in a supportive manner
appropriate to individuals and the group
5.1
Use strategies to facilitate conflict resolution
5.2
Use communication skills and processes to identify
and address barriers to communication and explore issues
and background to the conflict
5.3
Use effective skills in listening, reframing providing
feedback and negotiation to support exploration and
clarification of issues
5.4
Seek agreement on processes to be followed to
resolve conflict within scope of own abilities, skills and
work role
5.5
Make referral for conflict resolution and mediation
as appropriate
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Community Services Institute of Training
Produce quality written
materials
Conduct interviews
6.1
Ensure writing is succinct and clear and presented
in a logical and sequential way to match audience needs
and the purpose of the document
6.2
Ensure all written documentation produced
addresses organisation guidelines and current accepted
standards of writing in line with purpose
6.3
Prepare and provide appropriate and timely advice
to management and clients as required
6.4
Where individual skill levels do not match workplace
requirements, take appropriate remedial action, including
seeking assistance and additional training
7.1
In conducting interviews and formal discussions,
make an effort to ensure that appropriate structures,
timeframes and protocols are mutually agreed and
adhered to
7.2
Use effective questioning, speaking, listening and
non-verbal communication techniques during discussions
and interviews, to ensure the required information is
accessed or message communicated
7.3
Give feedback and advice in a way which reflects
current identified good practice
7.4
Conduct interviews and formal discussions with due
regard to individual differences, needs and rights
7.5
Use appropriate complaints management,
grievance and counselling procedures to deal with serious
problems
Essential knowledge:
The candidate must be able to demonstrate essential knowledge required to effectively
perform task skills; task management skills; contingency management skills and job/role
environment skills as outlined in elements and performance criteria of this unit
These include knowledge of:
 Knowledge of different communication styles and techniques
 Different interview techniques
 Introduction to study skills and returning to study
 Effective interpersonal, written and oral communication
 Negotiation techniques
 Group development processes
 Conflict resolution strategies and techniques
 Research techniques, including for social research
 Introduction to personal communication evaluation
Essential skills:
It is critical that the candidate demonstrate the ability to:
Establish and maintain an appropriate network of clients
Incorporate the requirements of specific groups in all client service work
Communicate professionally with other professionals
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Community Services Institute of Training
In addition, the candidate must be able to demonstrate relevant task skills; task
management skills; contingency management skills and job/role environment skills
These include the ability to:
 Work effectively with clients and service providers
 Assess cultural communication protocol
 Demonstrate application of skills in:
 Self-reflection
 Principles and practices of client service delivery
 Effective workplace writing
 Effective presentation techniques
 Effective communication techniques
 Effective interviewing
 Effective group management processes
 Conflict resolution and negotiation
 Use relevant information technology effectively in line with OHS guidelines
III.
Text Book (CSIT supplies all Educational Resources)
Text Book:
CHCCOM504A, Develop, implement and promote effective communication
techniques, Smallprint 2009
IV.
Evidence Required for Recognise Prior Learning for the Unit or
Elements
 Oral Questioning from Work booklet
 Certificates outlines from other non-accredited training
organisations
 Internal Industry Training List
 Recognition of qualification issued by another RTO
 Formal Qualifications – accredited Training
 Hardcopy or Electric Items of community service work
 This a 3rd party report. Eg. This is a letter from someone else
(usually a manager) that states your competence
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V.
Assessment Arrangement
 Written Assessments
Hours: 30
Assessment Package Booklet Completed
 Portfolio for Work Placement
Hours: 20
 Face to Face Training (if required)
Hours: 36
 Assessment Questions
Hours:15
2.
Face to Face Training Schedule
Week No:
Topics
1
3
Introduction
Implement strategies to ensure organisational communication is
effective
Maintain and make effective use of networks
4
Working in groups
5
Group work – Class excise
6
Conflict resolution
7
Conduct interviews with clients
8
Assessment – conducting interviews
9
Prepare and deliver presentations
10
Introduction to report writing
11
Ensure written presentation is of a professional standard
12
Examination Week
2
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Assessment Package for Unit Code: CHCCOM504A
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Community Services Institute of Training
Assessment Task for CHCCOM504A
Assessment Activity for Element 1, 2, 3, 4.
View Text book for competency outline of assessment and assessment
items
The assessment tasks should be completed with a word document.
Word documents should be written in the font of “Arial” or “Times New Romans”
within the font size of no less than 12. The lines should be double-spaced. Your
name, student number, unit code and the task should be clearly seen on each
page of your document. The assessment will be returned if these instructions are
not followed.
The booklet assessment pages should have your name, student number and unit
code written on each page. The writing on these pages should be clearly written
for the assessor to read. Pages without these requirements will not be accepted.
The word document can be copy to a CD. The CD, printed material or
assessment pages should be attached to the assessment package outline in a
large A4 envelope, seal and the student name, student number and the unit code
should be written on the front of the envelope. This is to be placed in the
assessment box before the due date.
If class attendance is required, then the student must at least attend 80% of all
the face to face classes. If a student is not able to attend a class, it is the
student’s responsibility to notify the teacher. Attendance is part of the
assessment process. Non-attendance of class time will require a medical
certificate. The class times and attendance is to model the work place
environment of future employment positions.
Face to Face Training:
The teacher will present the question activities to the student for assessment
items during each week of the semester. These activities will be calculated
towards your student work placement;
Recognition of Prior Learning:
Community Service institute of Training will attach the evidence sheet to the unit
assessment outline for the student to complete. This evidence sheet should be
included with the other evidence information;
Flexi Learning with Workbook:
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The text book includes the entire unit assessment outline. The student is to
complete and returned the text book for marking.
3.
Language, Literacy and Numeracy (LL&N) and Equity Issues Policy
The language, literacy and numeracy (LL&N) and Equity Issues for disability
needs of students are very important to Community Service Institute of Training.
Collections of information about students’ needs are entered onto the Student
Personal Information Form (006) and then follow up by the Equity
Implementation Plan (007). It is important to identify any LL&N issues or other
disabilities to Community Service Institute of Training as early in the training
process as possible as other methods of assessment can be organised. For
example, a student will be support with extra time, preparing assessment on CD
or DVD in accessing services that will assist them.
4.
Recognition of Prior Learning
Recognition of prior learning is the process by which individuals can have their
prior qualifications and informal learning recognised formally through
assessment. Recognition of current competence is the term used when
individuals want the skills and knowledge that they are currently using for a
particular job/role recognised. (Adapted from ANTA 1999)
Learners seeking to gain credit through RPL should do a thorough selfassessment against the competency standards for which they wish to gain
recognition and collect evidence to support their application.
When you submit your assessment it will be assessed by one or more qualified
assessors who will look at it from a number of points of view. From your evidence
the assessor will decide if the evidence is:
 valid - does the evidence cover the broad range of knowledge and skills
required to demonstrate competence?
 sufficient: can you perform to the required standard consistently and in
different contexts?
 current: can you perform to the required standard even if skills were
learned at an earlier time?
 authentic: is the evidence you provide produced solely by you?
5.
Appeals Policy
Learners undertaking accredited training and assessment NAME have the right
to initiate an appeal of an assessment result within a period of six weeks of
notification of assessment result. Name is committed to providing a fair and
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equitable process for dealing with learner appeals. In the event that a learner is
dissatisfied with the result of an appeal, NAME will advise learners of the
appropriate authorities where they can seek further assistance.
An Unsatisfactory Response
Although every effort will be made by NAME to reach a conclusion that satisfies
the consumer, it is recognised that this may not always be possible.
If this is the case, consumers will be advised of their right to approach any of the
following agencies. The National Training Complaint Hotline is available. The
number is 1800 000 674
6.
Refund rules
Community Service Institute of Training has a refund process that is fair and
equitable to all learners All fee-paying learners can be guaranteed that their fees
will be:
 kept in a separate account;

accessed only when the service is rendered
If Community Service Institute of Training has to cancel a training session,
learners will be notified and will be entitled to a full refund.
If a learner cannot attend a workshop, the learner must cancel :1. one week prior to its scheduled date in order to cancel invoice or to be
entitled to receive a full refund
2. two days prior to its scheduled date in order to be invoiced for half of the
course fee or to be entitled to receive one half refund
3. an invoice for the full amount will be issued or no refund will be given if
cancellation is not advised less than two days prior to training
commencement date.
4. Credit will be allowed for one day notice of scheduled date of course.
These funds are not able to be refunded. However, these fees in credit
will be held for 12 months from the date of the training session.
5. Refunds will be sent to the student’s home address via a cheque. Allow
for five days to receive refund from this form being completed. No cash
refunds are allowed or approved by management.
When entitled to a refund of fees, learners may choose to have their fee credited
towards the cost of a future workshop, rather than receive a refund. Fees in
credit will be held for 12 months from the date of the training session.
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Community Services Institute of Training
Another person can be nominated to take up the registration provided they meet
the course entry requirements or registration can be transferred to a future
course.
I declare this evidence to have been produced by the undersigned.
Student’s signature:
NOTES (Review of the results)
Student
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
Final Assessor
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
7.
Grade
Competent
Not Yet Competent
Student’s Name
Assessor’s Name
Student’s Signature
Assessor’s Signature
Date
Date
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Other Educational Material
TABLE of CONTENTS
DEVELOP, IMPLEMENT & PROMOTE EFFECTIVE COMMUNICATION
TECHNIQUES .................................................................................................. 12
INTRODUCTION ............................................................................................ 12
SELF-AWARENESS .......................................................................................... 12
PREPARING REPORTS ..................................................................................... 12
EFFECTIVE PLANNING ................................................................................. 12
PARTS OF A REPORT .................................................................................... 13
EDITING THE REPORT.................................................................................. 13
REFERENCING ............................................................................................. 14
PERSUASIVE REPORTS ................................................................................ 14
ORAL PRESENTATIONS ................................................................................... 14
SESSION PLANNING ..................................................................................... 14
DELIVERING THE PRESENTATION ............................................................... 16
ANXIETY/STAGE FRIGHT ............................................................................. 17
COACHING ...................................................................................................... 17
PROBLEM SOLVING......................................................................................... 17
HELPING CLIENTS THINK THEIR PROBLEMS THROUGH ............................. 17
CONFLICT STRATEGIES .................................................................................. 20
UNDERSTANDING COMPONENTS OF CONFLICT.......................................... 20
IDENTIFYING FACTORS LIKELY TO CREATE CONFLICT............................... 20
STRATEGIES TO ADDRESS CONFLICT ......................................................... 21
IMPLEMENTING STRATEGIES ...................................................................... 21
GOOD COMMUNICATION SKILLS ................................................................. 22
METAPROCESS ............................................................................................ 22
EIGHT STEPS TO DIFFUSING AN EXPLOSIVE SITUATION ............................ 22
FACILITATION SKILLS...................................................................................... 23
WHY DO YOU NEED FACILITATION SKILLS? ................................................ 23
HOW DO YOU FACILITATE? .......................................................................... 24
HOW DO YOU PLAN A GOOD FACILITATION PROCESS? .............................. 24
FACILITATOR SKILLS AND TIPS .................................................................... 24
DEALING WITH WORKPLACE GRIEVANCES .................................................... 25
DEFINITIONS ................................................................................................ 25
IMPORTANCE OF PREVENTION .................................................................... 26
EFFECTIVE GRIEVANCE PROCEDURES ....................................................... 26
INTERVIEW PROCESS .................................................................................. 27
RECORDING INTERVIEWS ............................................................................ 29
HELPING BEHAVIOURS ................................................................................ 30
NON-HELPING BEHAVIOURS ....................................................................... 30
JOB INTERVIEWS ............................................................................................ 30
INTERVIEW PREPARATION ........................................................................... 30
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DEVELOP, IMPLEMENT & PROMOTE EFFECTIVE COMMUNICATION
TECHNIQUES
VI.
INTRODUCTION
When thinking of communication, we think of such situations as spoken or written language, television broadcasts,
phones, electronic mail, Internet and satellite. We are told that the communication revolution has made the world a
‘global village.' However communication is more than just the ways we communicate. Communication affects
how we act in and perceive the world. Therefore, it affects how we:




Act in our job
Perceive our job
Perceive clients
Act towards clients
SELF-AWARENESS
Our self-awareness (of our skills, knowledge, values and attitudes) is an important part in the effectiveness
of our work as community services workers. The ‘self’ is recognised being complex and has having
several parts. Who we are may be answered in several ways:




Position will hold, e.g. politician, parent or community worker.
Physical self, e.g. giving age, sex, race.
Process of our experience, e.g. describing our current feeling.
Physiological responses, e.g. nervous, sick in the stomach.
The limit of our self-awareness affects our relationships with clients and co-workers. The more we become
aware of ourselves as a whole, the more control we can have over the events which shape our lives and
ourselves. Self-awareness is both an intellectual effort and getting in touch with the body and recognising
physiological responses to the situations.
Self-awareness involves on our part risks, reflection, challenges, communication, personal growth, and opening up to others and
ourselves.
PREPARING REPORTS
When we write a report, we convey to our readers:
 A message or ideas.
 An image of ourselves.
 An image of our organisation.
A report is an investigative document designed to convey information upwards through formal
communication channels. Reports are major documents written:





For specific purposes.
To convey objective, factual information.
Accurately, objectively, in detail and clearly structured.
To capture the readers' attention and hold their interest.
To provide management, teacher, or the client with comprehensive information and expert opinion.
VII. EFFECTIVE PLANNING
Defining The Problem
 Understand what management (person requesting the report) want from the report.
 Analyse the task or problem and then decide what is your purpose.
 Always keep the aims clear when collecting the information.
Considering The Reader
 What are their viewpoints.
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 Appropriate type of language.
 What information do they need.
Determining The Ideas To Include
 Identify the issues or topics you need to address.
 Write down thoughts on the topic.
Collecting The Information




Take notes.
Gather information purposefully.
Use primary information
Use secondary information
Sorting The Information
 Review gathered material and discard irrelevant information.
Organising The Information
 Choose appropriate/logical sequence of headings.
 Organise information under appropriate headings.
Preparing A Draft
 Write a first draft.
 Rewrite where necessary.
 Edit the final draft.
VIII.
PARTS OF A REPORT
The main parts of a report are:
 Title Page: topic of report, writer of report, recipient and date report completed. Provides first
impression therefore needs to be suitably set out.
 Table of Contents: list of headings and subheadings and their page numbers.
 Introduction: outlines the importance (issues surrounding the need for the report) of report, aim and
objectives
 Main Part of the Report: this section discusses and analyses the report's findings – facts and figures. It
includes the methodology, findings and analysis.
 Conclusions: Links main points. Drawn from the information gathered. No new information is
added.
 Recommendations: suggest courses of action to be taken based on the information gathered. No new
information is added.
 Appendices: contains items of information (diagrams, photos, tables), which supplement the evidence.
 Bibliography: list of references (books, videos, journals) used in presenting the information.
IX.
EDITING THE REPORT
The editing process reviews the research report's content for accuracy, consistency and clarity of argument.
It is important to:





Leave your draft for a few days and come back to review it with a clear head.
Check that it answers the question.
Check that the references are correct and complete.
Check that all the information is relevant to the topic.
Edit the layout of the report e.g. order of information, numbering of sections, sequence of ideas.
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 Ensure that the introduction clearly identifies the term of reference and aim in preparing the report.
 Eliminate communication blocks, e.g. abbreviations, abstract words, sexist language, unfamiliar
jargon.
 Place in the appendix any information, which is not central to the main argument or needed to develop
the findings and discussions.
 Present factual and objective information. Ensure that any subjective opinions are removed, as they will result
in questioning of your credibility as a report writer.
 Have clear, concise and concrete language. Correct any errors in grammar, punctuation, spelling and
sentence structure. This will assist with accuracy and to ensure sentences are understandable at the
first reading.
X.
REFERENCING
Referencing is necessary when writing an report. Referencing involves acknowledging that you have used
the work of other people in the report. Referencing occurs throughout the report. Ignoring referencing
when you use other people ideas is plagiarise.
A Bibliography lists all the publications you used in preparing the report. A Bibliography appears at the
end of the report.
XI.
PERSUASIVE REPORTS
Persuasive presentation aims to:
 Induce the readers to do something that lies within their present capability, e.g. contribute to a
particular charitable organisation.
 Accomplish something that the author wants to see done.
 Contains a definite plan of action - the author asks the readers to do something specific.
ORAL PRESENTATIONS
Within the community and welfare services industry there are several occasions, which call for oral
presentations. Examples of presentations you may be asked to make are introductions, speeches of
welcome, instructions, training presentations or oral reports. Generally such community and welfare
services presentations aim to inform, persuade or entertain the audience. These aims are achieved when
you plan well, and present your material confidently.
A presentation needs to have an introduction, main body and conclusion. Each section needs to have a time
frame with the main time focus being on the main body. Make sure you allow time for questions.
Depending on the length of the session breaks may need to be included.
XII.
SESSION PLANNING
It is suggested that you be flexible with a presentation. If you find that you have covered a section comprehensively in
less time than allocated move onto the next section. You may find that participants want to focus more fully on another
area. If you have handouts for each of the content areas, there is no need to insist on covering every detail of the
presentation if it does not suit your group or your time frame.
It is important, that you plan a logical sequence of each section. Remember, as a good presenter you need
to:









Have fun.
Keep things flowing.
Summary and clarify.
Appear natural and comfortable.
Set up a welcoming atmosphere.
Match your verbal and nonverbal behaviour to the presentation
Choose an approach that suits your natural communication style
View differences of opinions as opportunities to learn, rather than judging them as right or wrong.
Empower learners by allowing them to share their ideas and experiences.
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What is the Purpose:
 What is the aim or desired result?
 Is the purpose to inform, instruct, persuade or entertain?
Know Your Audience:
 What age group are they?
 How many people are expected?
 What organisations will be represented?
 What are the reasons for them being there?
 What different learning styles do they have?
 What training and life experiences might they have?
 Do they want information, skills, support or specific problem solving strategies?
Thereby, pitching the presentation to meet needs, interests and level of knowledge of receivers.
What is the Context:
 Is it formal or informal, inside or outside.
 Be aware of the context or situation and present in suitable manner.
Determine Main Ideas:
 Identify main ideas.
 Order logically and easy to understand.
Conduct Research:
 Research from a variety of sources.
 Necessary to find and investigate facts, evidence and supporting documentation.
Writing the Presentation:
Once the planning has been completed you need to write the presentation. In this stage the aim is to:
 Order the information logically and to use clear, concise language.
 Prepare a presentation that is suited to your audience.
 Prepare the material in a way that suites your own needs as a speaker.
The are three main parts in writing a presentation:
 Introduction:
 Aims to catch audience's attention
 Indicate topic
 Preview topic
 Main Body:
 You inform, persuade or entertain audience
 Develop main theme and discussion
 Organise ideas under headings & sub-headings
 Emphasise main points & expand with supporting material
 Conclusion:
 Overview main points
 Reinforces main ideas
 Rewrite for Ear:
 Prepare speech as spoken not written channel of communication
 Read speech aloud
 Practise and Revise:
 Prepare questions
 Avoid jargon and slang
 Rewrite parts as required
 Allow audience participation
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

Indicate when you will handle questions
Make notes where you want to raise issues or anecdotes (make sure these are relevant, nonidentifiable and succinct).
 Read content several times to become familiar. When you are confident with the material you will be
able to make adjustments to suit audience needs.
 Organise Visual Aids:
 Reinforce ideas
 Catch interest of audience
 May use overhead transparencies, PowerPoint, videos and whiteboard.
XIII.
DELIVERING THE PRESENTATION
You need to establish and maintain a relationship with the audience throughout the delivery. The way you
use your voice, nonverbal communication and visual aids affect the quality of your presentation.
Create an Impact:
Maintain interest by:
 Arousing attention
 Providing an outline of presentation
Provide variety by:
 Varying the rhythm of oral presentation
 Use of different communication channels
Aid retention through:
 Strong impact
 Use of examples
 Reinforcing points
 Emphasising points
 Accelerates learning by use of more senses
 Simplifies information such as statistics and instructions
Cater for a variety of learning styles:
 Be flexible.
 Allow time for questions.
 Present material in a variety of formats, e.g. handouts, visuals, activities, videos, discussions.
 Allowing audience to offer suggestions for individual/group activities which suit their needs/interests.
Nonverbal Communication:
Some behaviours which affect the presentation are your:
 Posture
 Volume
 Gestures
 Voice quality
 Facial expressions
 Appearance and dress
 Variation in rate of speech
Other Delivery Hints:
Audience participation:
 Allow them to ask questions
 Allow them time for responses
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 Encourage them to participate and protect their dignity.
 If they are whispering, walk towards them or pause and wait for attention.
Your participation:





Be energetic
Start and end on time
Speak loudly and clearly
Be honest when you don’t know an answer
Arrive early to set up and check that equipment is functioning, e.g. TV, VCR, whiteboard, butchers
paper, pens, nametags, overhead projector.
XIV. ANXIETY/STAGE FRIGHT
People become nervous at the prospect of delivering a speech. Nervousness can be positive if it provides
the extra emotional and physical energy necessary to successfully deliver the presentations. Anxiety/stage
fright is reduced when you:








Choose an interested topic
Prepare an outline
Practise the speech
Use your own words
Check the equipment
Smile at the audience
Breathe calmly and deeply
Focus thoughts on the presentation not on yourself
COACHING
As workers it is important that we continuously improve own performance, motivate people and provide
effective problem solving techniques. There is also increasing pressure for us to become multi-skilled or
more flexible in our working condition. This may involve coaching of new staff, taking on extra clients,
carrying out additional duties or working longer hours. Coaching is another way of helping people, e.g.
staff, clients. Coaching can involve:
 Feedback
 Motivation
 Consultation
 Active listening
 Encouragement
 Setting an example
 Changing problems
 Involving the staff/client
Ways of coaching includes:






Role modelling
Personal Development
Professional development
Informal and formal meetings
Establishing a mentoring program
Discussions between you and staff/client
XV.
PROBLEM SOLVING
HELPING CLIENTS THINK THEIR PROBLEMS THROUGH
Remember that community services interviewing involves helping the client to:
 Accept responsibility for their problem.
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 Work out their own solution.
Once you have assisted the client to uncover the personal problem you need to discuss the effects of this
problem and alternative ways to solve the problem. This may be achieved by:
 Encouraging clients to explore their problems or feelings further so the client's self-awareness is
expanded.
 Providing factual information either relating to the problems or which will contribute to the solution.
 Encouraging the client to clarify and specify possible solutions.
Exploration:
What may be achieved during the exploration stage:
 Maintain and enhance the relationship (trust, ease, and safety).
 Deal with feelings in the client and you that may interfere with progress towards your goals.
 Encourage clients to explore their problems or feelings further (clarify, amplify, illustrate, specify), so
client's self-awareness is expanded.
 Encourage clients to clarify and further specify their goals.
 Gather necessary facts that will contribute to the solution of the client's problem.
 Decide to continue or terminate the relationship.
Information Giving:
Information  Must be reliable.
 Is based on factual data.
 Needs to be useful to the other person.
 Needs to be presented when the person is emotionally ready to receive it.
Advice  Is based on your values and interpretations. Client may not hold the same values and may reject the
advice.
 May be seen by the client as belonging to you and thereby, shifting responsibility to you.
 Implies a lack of confidence in the ability of the client to understand and cope with their own
difficulties.
Who Gives Information  Reliable source.
 Competent person.
What Information To Give  Factual data.
 Useful to other person.
 Simplified information.
 Where further information may be obtainable.
When To Give Information  When the person is emotionally ready to receive it.
 When the clients provide cues to when they are ready to receive information.
How Much Information To Give  Do not risk overloading.
 Provide useful and important information.
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Clients Finding Their Solutions:
An important stage of Interviewing is to arrive at a solution to the problems. This involves assisting the
clients to find their own solution and do whatever is involved in implementing it.
A snag with giving clients solutions to their personal problems is that there generally is no ways of making
them stick. Chances are if a solution is imposed, the client will go away and do nothing. Remember the
client owns the problem and is responsible for fixing it.
Establishing Possible Goals and Objectives:
When the problem(s) has been thoroughly explored then the client and you can more specifically develop
goals and objectives for the relationship. The important point is that both parties agree to whatever goals
and objectives are. It is certainly not helpful for the client if the goals met your needs only.
You will find immediate and long-range goals, specific and diffuse goals. These goals are not all necessarily valid or equal and it is up to
the client and you to determine mutually which goals are feasible.
Include knowledge or skills, which will assist the client to solve similar problems in the future.
Establishing Goals & Objectives
Determine
Needs
Agree
Establish Goal
& Objectives
Skills
Develop Future
Needs
Meet Client’s
Needs
Self-Management Model:
Each problem experience needs to become a positive learning experience for the client. Therefore, the client will commence
developing coping skills for each problem experienced. When personal development in a person occurs, skills for self-management
should also develop. As a client develops problem solving techniques the need to be assisted by others will decrease. As community
services workers we need to assist clients to head towards greater self-management.
Self- Management Model
Managed by:
Others
Self
Greater influence from
others
Greater influence from
self
Less
More
Through Personal Development
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CONFLICT STRATEGIES
Conflict is usually thought of as negative and destructive. However, when properly handled, conflict or different
points of view can be positive. Differences within workgroups promote an exchange of ideas and allow people
to understand different points of view. This can create new ways of seeing the world and problem solving.
XVI. UNDERSTANDING COMPONENTS OF CONFLICT
One common way of understanding conflict is to understand three basic elements that constitute conflict.
These are:
 Interests.
 Rights.
 Power.
Interest:
Interests refer to the things that people want to have or to avoid. The interests can be physical things like
money or a certain position in an organisation. They may be things that relate to them as people, such as the
feelings or their sense of self worth. They may also relate to processes where by people feel that they have
not been heard or listened to.
Rights:
Rights may be derived from a range of sources. Some may come from legislation and cover issues such as
equal opportunity of employment. Some may be enshrined in conventions such as the UN Convention on
Human Rights. Some rights may be opportunities that people believe they have - the right to 'have a say' or
state your views. Rights are often seen as an entitlement that people have.
Power:
Power refers to not just formal power as in a manager-subordinate situation] but also to a range of ways of
influencing people. This can include personal power gained through a person's strength as an individual both
physically and psychologically. It can also be power due to particular knowledge that person has. In general, power
is seen as the capacity to make someone do what you want him or her to do.
XVII. IDENTIFYING FACTORS LIKELY TO CREATE CONFLICT
You can see that conflict will occur if a worker's needs, rights and access to power are not adequately
addressed. If possible you should concentrate on identifying what people want and need and the things that
they want to avoid.
Prior To Addressing Conflict:
Preventing conflict is an important step in ensuring that workers are productive. This does not mean that
you should prevent people from having different points of view or airing those points of view. Preventing
conflict refers to stopping those negative aspects of conflict situations from creating tension,
unpleasantness and stress in the workplace.
Rational Conflict
 Conflict that can be resolved if people are prepared to use effective communication and negotiating
skills.
Irrational Conflict
 Conflict that cannot be resolved because people are not prepared to change their views.
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XVIII. STRATEGIES TO ADDRESS CONFLICT
Ensuring Workers Are Treated Fairly & Equitably:
 It is easy to give more time and attention to those people with whom you work as colleagues or as
clients who see things the way you do.
 Treating people fairly and equitably means that you give them the same opportunity to participate
within the work environment.
 This does not mean that you treat everybody the same. Each person has a range of different needs.
 It is important to remember that people want to feel that they have been treated as equals and are
worthy of being valued.
 It can be hard to treat people as equals if you are unable to respect the differences that people bring to
the situation.
Respecting Different Points of View:
Truly creative solutions to problems are more likely when a range of alternatives has been canvassed. It is
important to respect the special and unique qualities that each person brings to the work environment. Early
attempts to achieve consensus can stifle a range of new and alternative solutions. For difference to be
encouraged it needs to be respected. Do not ridicule either in words or actions the views of people who
think outside the mainstream.
You can help people to think through ideas by asking questions such as:





How might that work?
How do you see that happening?
What would happen to X if you did Y?
Have you ever seen that work anywhere else?
What information might you need before you could be confident that would work?
Using questions to help people think through their ideas means:
 That you are not always saying no or crushing potentially useful ideas.
 It also places responsibility back on to the person who has the idea.
Your modelling of respect for different points of view is an important tool in teaching the group about how
to behave in this way.
Norms About The Way Workers Treat Each Other:
The range of issues that you have considered already should become part of the norms of the workgroup, or
any other work situation in which you find yourself. You can prevent conflict by establishing norms such
as:




Encouraging people to give their views openly.
Minimising situations of blame or finger pointing.
Encouraging people to be factual and clear in presenting their views and ideas.
Helping people to feel included by comparing contrasting and building on previous views that have
been aired.
XIX. IMPLEMENTING STRATEGIES
Remember that any implementation strategy must include:





Who
What
Where
When
Why.
You may already have a model of conflict that you use. If that model is useful for you continue to use it.
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You can assist implementation by:

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
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


Modelling appropriate behaviour.
Working with the workgroup to establish explicit norms.
Ensuring ideas and not people are criticised and critiqued.
Giving feedback when norms are breached.
Reminding people of the norms and principles that have been agreed to.
Giving positive feedback when people adhere to norms and principles.
Linking positive outcomes to adherence to norms and positive ways of interacting.
Regularly reviewing the team's processes to ensure members adhere to the strategies that were agreed
on.
 Helping people develop an ability to manage their emotions so strategies can be implemented.
 Making team functioning the topic of regular discussion and review.
Questions to consider:
 How do you clarify and confirm team norms and principles in an emerging conflict situation?
 How do you promote opportunities for open discussion and active listening between parties?
 How do you encourage the acknowledgment of respective rights and responsibilities of all parties
within the conflict situation?
 How do you explore, negotiate and seek agreement on possibilities for action to resolve conflict?
 How do you ensure access to consultation, mediation, support, facilitation and debriefing for all parties
throughout the conflict resolution process?
XX.
GOOD COMMUNICATION SKILLS
It is important to use sound communication skills in conflict resolution. For example:
 Active listening and appropriate body language.
 Clarify.
 Do not disagree or put an alternative point of view until you have both listened and demonstrated that
you have understood what the person is saying.
 State the facts as you see them in a non-emotional, non-aggressive manner.
 Try to understand how the other person came to that point of view.
XXI. METAPROCESS
Metaprocess refers to a process that is one step removed from the original process or discussion. The
content of the discussion becomes the way that people are interacting when discussing the issue at hand.
The original issue is put aside for a period of time so that the metaprocess can discover what may have
gone wrong in the original discussion.
Process:
 Establish the way people in the group are feeling.
 You can then move on to introduce some ways of ensuring that the discussion can continue, e.g.
Paying attention to the norms previously established -“remember that we all agreed to focus on the
problem and not the person – we have also agreed to treat people with respect which means listening
and acknowledging their point of view.” “Can anyone think of anything else that we should do to
ensure that the discussion adheres to the norms and principles to which we have all agreed?”
 They may be able to suggest some additional strategies that could occur – you might want to put these
on the whiteboard as a reminder.
 When you are clear that the metaprocess is at an end – you may then wish to invite the group to restart
the original discussion (or you may need to put it off until the following week)
XXII. EIGHT STEPS TO DIFFUSING AN EXPLOSIVE SITUATION
 Defining the problem.
 Determining the need.
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





Establishing common ground.
Generating a list of possible solutions.
Evaluating the alternative solutions.
Deciding on a mutually acceptable solution.
Acting on the solution.
Checking the results of the solution.
Remember that most factors that are a characteristic of a well-functioning workgroup will also help to
prevent conflict. Strategies such as ignoring conflict and hoping it will go away usually do not work. An
open, honest and critical evaluation of your workgroup functioning on a regular basis is important to ensure
that your conflict prevention strategies are working.
FACILITATION SKILLS
Community organisations are geared towards action. There are urgent problems and issues we need to
tackle and solve in our communities. But for groups to be really successful, we need to spend some time
focusing on the skills our members and leaders use to make all of this action happen, both within and
outside our organisations. (Source: Community Tool Box)
One of the most important sets of skills for leaders and members are facilitation skills. These are the
“process” skills we use to guide and direct key parts of our organizing work with groups of people such as
meetings, planning sessions, and training of our members and leaders.
Whether it’s a meeting (big or small) or a training session, someone has to shape and guide the process of
working together so that you meet your goals and accomplish what you’ve set out to do. While a group of
people might set the agenda and figure out the goals, one person needs to concentrate on how you are going
to move through your agenda and meet those goals effectively. This is the person we call the “facilitator.”
So, how is facilitating different than chairing a meeting?
Well, it is and it isn’t. Facilitation has three basic principles:
 A facilitator is a guide to help people move through a process together, not the seat of wisdom and
knowledge. That means a facilitator isn’t there to give opinions , but to draw out opinions and ideas of
the group members.
 Facilitation focuses on HOW people participate in the process of learning or planning, not just on
WHAT gets achieved.
 A facilitator is neutral and never takes sides.
The best meeting chairs see themselves as facilitators. While they have to get through an agenda and make
sure that important issues are discussed, decisions made, and actions taken, good chairs don’t feel that they
have all of the answers or should talk all the time. The most important thing is what the participants in the
meeting have to say. So, focus on how the meeting is structured and run to make sure that everyone can
participate. This includes things like:




Making sure everyone feels comfortable participating
Developing a structure that allows for everyone’s ideas to be heard
Making members feel good about their contribution to the meeting
Making sure the group feels that the ideas and decisions are theirs, not just the leader’s. Supporting everyone’s ideas
and not criticizing anyone for what they’ve said.
XXIII. WHY DO YOU NEED FACILITATION SKILLS?
If you want to do good planning, keep members involved, and create real leadership opportunities in your
organisation and skills in your members, you need facilitator skills. The more you know about how to
shape and run a good learning and planning process, the more your members will feel empowered about
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their own ideas and participation , stay invested in your organisation, take on responsibility and ownership,
and the better your meetings will be.
XXIV. HOW DO YOU FACILITATE?
Meetings are a big part of our organizing life. We seem to always be going from one meeting to the next.
The next session in the Tool Box covers planning and having good meetings in depth. But here, we’re
going to work on the process skills that good meeting leaders need to have. Remember, these facilitation
skills are useful beyond meetings: for planning; for “growing” new leaders; for resolving conflicts; and for
keeping good communication in your organisation.
Can anyone learn to facilitate a meeting?
Yes, to a degree. Being a good facilitator is both a skill and an art. It is a skill in that people can learn
certain techniques and can improve their ability with practice. It is an art in that some people just have
more of a knack for it than others. Sometimes organisation leaders are required to facilitate meetings: thus ,
board presidents must be trained in how to facilitate. But other meetings and planning sessions don’t
require that any one person act as facilitators, so your organisation can draw on members who have the skill
and the talent.
To put it another way, facilitating actually means:
 Understanding the goals of the meeting and the organisation
 Keeping the group on the agenda and moving forward
 Involving everyone in the meeting, including drawing out the quiet participants and controlling the
domineering ones
 Making sure that decisions are made democratically
XXV. HOW DO YOU PLAN A GOOD FACILITATION PROCESS?
A good facilitator is concerned with both the outcome of the meeting or planning session, with how the
people in the meeting participate and interact, and also with the process. While achieving the goals and
outcomes that everyone wants is of course important, a facilitator also wants to make sure that the process
if sound, that everyone is engaged, and that the experience is the best it can be for the participants.
In planning a good meeting process, a facilitator focuses on:
 Climate and Environment
 Logistics and Room Arrangements
 Ground Rules
XXVI. FACILITATOR SKILLS AND TIPS
Here are a few more points to remember that will help to maximize your role as a facilitator:
1.
Don’t memorize a script
Even with a well-prepared agenda and key points you must make, you need to be flexible and natural. If
people sense that you are reading memorized lines, they will feel like they are being talked down to, and
won’t respond freely.
2.
Watch the group’s body language
Are people shifting in their seats? Are they bored? Tired? Looking confused? If folks seem restless or in a
haze, you may need to take a break, or speed up or slow down the pace of the meeting. And if you see
confused looks on too many faces, you may need to stop and check in with the group, to make sure that
everyone knows where you are in the agenda and that the group is with you.
3.
Always check back with the group
Be careful about deciding where the meeting should go. Check back after each major part of the process to
see if there are questions and that everyone understands and agrees with decisions that were made.
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4.
Summarize and pause
When you finish a point or a part of the meeting process, sum up what was done and decided, and pause for
questions and comments before moving on. Learn to “feel out” how long to pause—too short, and people
don’t really have time to ask questions; too long, and folks will start to get uncomfortable from the silence.
5.
Be aware of your own behaviour
Take a break to calm down if you feel nervous or are losing control. Watch that you’re not repeating
yourself, saying “ah” between each word, or speaking too fast . Watch your voice and physical manner.
(Are you standing too close to folks so they feel intimidated, making eye contact so people feel engaged?)
How you act makes an impact on how participants feel.
6.
Occupy your hands
Hold onto a marker, chalk, or the back of a chair. Don’t play with the change in your pocket!
7.
Watch your speech
Be careful you are not offending or alienating anyone in the group. Use swear words at your own risk!
8.
Use body language of our own
Using body language to control the dynamics in the room can be a great tool. Moving up close to a shy,
quiet participant and asking them to speak may make them feel more willing, because they can look at you
instead of the big group and feel less intimidated. Also, walking around engages people in the process.
Don’t just stand in front of the room for the entire meeting.
9.
Don’t talk to the newsprint, blackboard or walls—they can’t talk back!
Always wait until you have stopped writing and are facing the group to talk.
(Source: Community Tool Box)
DEALING WITH WORKPLACE GRIEVANCES
XXVII.
DEFINITIONS
Workplace Grievance:
“A grievance is a concern or complaint related to work or the work environment from an employee. A
grievance may be about an act, omission, situation or decision that an employee thinks is unfair,
discriminatory or unjust.” (CCH 1995, p214)
Examples:
 Sexual harassment
 Inappropriate duties
 Being the butt of jokes
 Inappropriate working hours
 Displaying material to degrade
 Undermining work performance
 Tampering with personal effects
 Deliberately withholding work information
 The issues are not limited to those listed above.
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Discrimination:
Any practice that make distinctions between individuals or groups so as to disadvantage some and
advantage others.
Less favourable treatment is based on an attribute that a person may possess.
Anti-Discrimination Act 1991prohibits discrimination on the basis of the following attributes:








XXVIII.
Legal Obligations:












Sex
Age
Race
Religion
Pregnancy
Impairment
Breastfeeding
Martial status
Parental status
Trade union activity
Lawful sexual activity
Political belief or activity
Association with, or relation to, a person
identified on the basis of any of the above
attributes.
IMPORTANCE OF PREVENTION
Common Law
Criminal Code
Workcover Qld Act 1996
Public sector ethics Act 1994
Industrial Relations Act 1999
Anti-Discrimination Act 1991
Workplace Health & Safety Act 1995
Value Of Prevention:
Reduces:
 Poor morale
 Absenteeism
 Poor publicity
 Turnover costs
 Unsafe environment
 Poor efficiency, productivity and profits
 Other costs: counselling, investigation, legal, mediation, recruitment and training of new staff.
XXIX. EFFECTIVE GRIEVANCE PROCEDURES
Aims:








Avoid blame
Locally resolved
Fair and equitable
Dealt with quickly
Focus on resolution process
Emphasis on positive outcomes
Minimum number of people involved
Appropriate re-establishment of good working relationships
Procedure Elements:







Establish a Complaints Policy & Procedure
Provide a Contact Officer (grievances Officer)
Staff Training, Education & Awareness
Response by Complainant
Local Solutions
Formal Complaint
Record Keeping
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Provide A Contact Officer (Grievance Officer):
 Needs to be suitably trained to provide advice and support.
 Make sure staff are aware of the Contact Office.
Establish A Complaints Procedure:







Incorporate into grievance procedure
Accept the complaint
Investigate
Resolution options, e.g. mediation
Take action
Consider outcomes such as counselling/rehabilitation for complainant and harasser
Monitor progress
Staff Training, Education & Awareness:






Interpersonal skills
Cultural awareness
Policy & Procedures
Staff management skills
Dealing with complaints
Inform everyone of their rights and responsibilities
Response By Complainant:
Complainants are empowered to deal immediately and appropriately with workplace grievance as it occur.
Remember complainants own their complaints.
Local Solutions:
Where appropriate supervisors or line managers assist resolution by emphasising practical and positive
outcomes.
Formal Complaints:
Senior Managers or designated grievance officers assist with resolutions, e.g. mediation, disciplinary
action, formal apology.
Record Keeping:





Keep records as appropriate.
All discussions are confidential.
Complainants can keep own records.
Only record evidence of FACTS known.
Where statistics are required make sure they are non-identifiable.
XXX. INTERVIEW PROCESS
Physical Attendance:







Face the complainant.
Have an open posture.
Maintain good eye contact.
Lean towards the complainant.
Be aware of cultural differences.
Mirror complainant’s non-verbals.
Be relaxed without fidgeting, show you are listening to the complainant.
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Gather Information:







When people tell you that they have a concern, they may or may not want to make a complaint yet.
Use active listening.
Acknowledge how they feel.
Monitor your personal bias – do not judge.
Help clarify by reflecting feelings and content.
Assist with exploring issues through open questions.
Separate facts from assumptions or interpretations.
Provide Support:





Offer support
Be non-judgemental
Empower the complainant
Be empathetic without taking on their problems.
Go with the complainant to talk to the alleged harasser, or to supervisors.
Give Information:







What is the interview process.
Process of record keeping.
Confidentiality procedures.
Organisation’s policy on grievance procedures (informal/formal).
Consequences if complaint is substantiated or not substantiated.
Outside organisations that may be able to provide further support, e.g. solicitor, union.
Other places to go for more information (laws), e.g. Anti-Discrimination Commission, Human Rights
and Equal Opportunity Commission).
 If the complainant is not happy with how the complaint is handled they can appeal or take it to an
external organisation.
Assist Resolution:












You do not necessarily have the responsibility to resolve the complaint.
This is generally the responsibility of the complainant and of supervisors or management.
Your role is to assist the complainant through the resolution process.
Develop an action plan, i.e. ask the complainant what they want to do, what outcome they want to
achieve.
Generate with the complainant range of solutions to achieve what they want. What options are
available both internally and externally?
Check out their supports:
Do they have a co-worker who is supportive?
Employee Assistance Schemes.
Professional help (internal/external).
Focus on decision making by the complainant.
Make a recommendation (depending on your role and the type of grievance procedure in use).
Generate options for workplace issues that may arise as a result.
Further Action:
 The complainant needs to speak on their own behalf.
 You may only support one of the parties in a complaint.
 If you handle the initial complaint:
 You cannot be part of an investigating team.
 You cannot be involved in implementing disciplinary action.
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Possible Outcomes:
Whether the complaint is substantiated (happened), is not substantiated (not enough proof) or is frivolous
(did not happen):









Transfer
Dismissal
Demotion
Official warning
Counselling/rehabilitation
Apology in writing or orally
Closer supervision of employees
Resolution through mediation (minor incident)
Training for all staff, eg. Anti-Discrimination
XXXI. RECORDING INTERVIEWS
Record Details Of Complaint:
 Complainant may write a formal statement of complaint.
 You can take a statement and get them to sign it.
 Take down details such as:
 Name of complainant
 Date of complaint
 What happened, what is the complaint
 When did it occur
 Frequency of event
 Name of person involved
 What they have done about it
 Who can verify the complaint
 What do they want to happen
 Action agreed upon
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XXXII.
Verbal:
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Non-Verbal:
Reflecting feelings
Being non-judgmental
Summarising for client
Encouraging exploration
Appropriately interpreting
Appropriate self-disclosing
Calling client by first name
Using understandable words
Responding to main message
Appropriately giving information
Adding understanding to client's statement
Using minimal encouragers, eg. “mm-mm," “I see," "Yes“
Phrasing interpretations tentatively so as to obtain genuine
feedback from client
XXXIII.
Verbal:
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HELPING BEHAVIOURS
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Facial animation
Occasional smiling
Moderate rate of speech
Occasional head nodding
Body leans toward client
Occasional hand gesturing
Maintains good eye contact
Tone of voice similar to client's
Comfortable physical proximity
Occasional, touching when appropriate
NON-HELPING BEHAVIOURS
Non-Verbal:
Blaming
Sympathy
Preaching
Pressuring
Advice giving
Over-analysing
Intellectualising
Over-interpretation
Straying from topic
Patronising attitude
Directing, demanding
Talking about self too much
Using words client does not understand
Extensive probing and questioning-especially
"why" questions
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Yawning
Scowling
Frowning
Tight mouth
Closing eyes
Physical sneers
Distracting gestures
Shaking pointed finger
Unpleasant tone of voice
Looking away from client
Too slow or too fast rate of speech
Sitting far apart or turned from client
JOB INTERVIEWS
XXXIV.
INTERVIEW PREPARATION
There should be enough people on the interview panel to make an appropriate and fair selection. However
if the panel is too large, this may be intimidating for applicants.
The interview panel will ideally include:
 Representatives from management and staff
 A mix of sexes, ages or cultural backgrounds, if appropriate.
In some cases you may consider involving a person from outside your organisation on the interview panel.
Interviewing requires panel members to have a knowledge of your organisation's role and an understanding
of the duties of the job. To assist them with this, provide each interviewer with a copy of the job
description, a copy of each application and details of employment conditions such as wages and hours. The
panel should develop questions which relate to the job description and the qualities you are seeking.
Plan the interviews to allow approximately 30-40 minutes for each interview with a break of 10-15 minutes
between each applicant. Decide who will meet the applicants and introduce the committee, and who will
ask what questions.
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A similar format to that described previously for the short listing process may be used to score the
performance of candidates at the completion of interviews.
INTERVIEWING
To be fair in your interviews, plan the process well and apply a standard
format to each individual applicant. Points worth considering in conducting
interviews include:
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ensure that the space you intend to use is quiet, private, well lit and well ventilated
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check the seating arrangements to ensure everyone can see each other and is comfortable. Sometimes a
desk intimidates people and it may be preferable to use a coffee table with comfortable chairs
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one of the panel should welcome each applicant, introduce the panel members and make a short
standard statement about the intended format of the interview
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be sensitive to the applicants' needs. Have a glass of water available, take time to speak clearly and allow
applicants time to answer your questions fully
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ask your prepared questions in the same way for each applicant. This allows you to judge the responses
more fairly. If English is not the first language of the applicant, be careful to explain questions if
necessary. Similarly be prepared to use other types of communication for people with auditory
disabilities.
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ask open ended questions - those that start with "what", "how", or "why", usually allow applicants the
best chance to tell you about themselves and their experiences.
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allow the applicant to ask questions.
The ideal interview is fair,
non-threatening and non-discriminatory....
It is also important that your behaviour as an interviewer is fair and nondiscriminatory. Use language which is non-sexist, avoid comments or
questions which are not relevant to the duties described in the job
description and be wary of assumptions or stereotypes commonly held
about particular groups. In addition don't assume that a lack of facilities,
such as proper access, means that you can't employ people with
disabilities. There may be short-term creative solutions to such issues,
while longer term renovation options are considered.
Failure to conduct any part of your employment process in a fair and
equitable way may leave your organisation open to appeals, grievances or
prosecution for
discrimination.
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SELECTION
The final selection decision is based on a consideration of all available
information about each interviewee in terms of the selection criteria. This
information includes the written notes and scores of the panel,
application of each candidate and contact with referees.
Sometimes a second interview is necessary to finalise the selection
decision. Once a decision has been reached, check that the successful
applicant is still interested in your position, is content with the salary
and other employment conditions and can give you a firm starting date,
before contacting the unsuccessful applicants. When the position has
been accepted, a letter of appointment should be written to the
successful applicant. This letter should include details of the position,
starting date, wages, conditions, and a contract if appropriate.
Try to remember that an applicant may not have all the required experience, skills or knowledge in all of
the areas. The most suitable candidate may be the one who is honest about their limitations and open to
learning new knowledge and skills.
It is good practice to write to all unsuccessful applicants, thanking them
for their application.
4.2.2 SACS AWARD
The award which currently has the most impact upon the employment of
staff within the community sector is the Social and Community Services
(SACS) Award. The SACS Award (Clause 25.1.4) covers workers in
organisations which aim to "aid individuals, groups or communities to
attain satisfying standards of life and through activities that improve
personal and social relationships". There are some services which are not
covered by the award, including organisations whose predominant
function is the provision of crisis and supported accommodation and/or
related support services, and family day care and child care services. In
addition, some workers in disability services and in accommodation
support services are not covered by the SACS Award. Generally, personal
care attendants, who usually perform domestic and/or manual duties,
are thought to be outside the Award, and are to be covered under a
separate award which is currently under negotiation.
The SACS Award covers the following:
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salary - total annual rate of pay and reference to the need to determine the frequency of
payment (weekly, monthly, etc) and particulars of annual increments;
Also included are details of individual salary packaging
arrangements (Clause 28). Salary packaging refers to the situation,
where agreed between employee and employer, salary is received as
a pre-determined percentage of taxable income with the remainder
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allocated as special benefits disbursed at the employee’s
instruction;
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employer superannuation contribution;
terms of engagement - such as employment status (full time, part time or casual) and
particulars of any probationary period and staff appraisal;
hours of work, the application of shift work or penalty rates, the entitlement to meal breaks;
public holiday entitlements;
annual leave, leave loading entitlements (if your service closes down at Christmas,
arrangements for payment may still apply);
sick leave entitlements;
long service leave provisions;
parental leave including pay, duration, special conditions, return to work etc
special leave (such as compassionate leave)
educational leave for employees to be given time off for study and union training courses;
discipline procedure to solve grievances between the employer and employee. (This topic is
discussed in more detail later in this section);
termination of employment and resignation procedures;
redundancy clause describing the provisions for employees who are made redundant, as a
result of funding being stopped, or other reasons;
allowances and expenses which may be paid - eg if an employee is "on-call".
4.2.3. POLICIES AND LAWS ABOUT DISCRIMINATION
National and state policies and legislation require employers to act in
non-discriminatory ways. (It is important to note that "work" is widely
defined in legislation to include voluntary, part or full-time, and contract
employment). Equal Employment Opportunity (EEO) principles ensure
that everyone has an equal chance to seek and obtain employment and
promotion.
One of the main purposes of EEO is to remove discrimination from the
work environment. Discrimination in employment happens when a person
is disadvantaged, or treated less favourably than another would be in
similar circumstances, because of a characteristic which is irrelevant to
the person's ability to do a job. EEO also underpins selection procedures.
Selection must be based on merit - applicants are assessed only on their
relative ability to effectively do a job.
Equal Employment Opportunity or affirmative action legislation is
essentially proactive and designed to prevent incidents. This legislation
places the responsibility to ensure that discrimination does not occur
squarely upon management of organisations which employ people. Four
EEO target groups are identified in Commonwealth and State legislation.
These are:
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Aboriginal and Torres Strait Islander people
people with a disability
people from culturally and linguistically diverse backgrounds
women.
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EEO policies and practices are particularly aimed at eliminating
unjustifiable discrimination in employment for people in these groups.
However, EEO has benefits for all people in an organisation (and for the
people served by an organisation) as it ensures that staff are selected
and/or promoted on merit.
A policy of Equal Employment Opportunity
benefits everyone....
The Commonwealth legislation that applies to the private sector, the
Affirmative Action (Equal Employment Opportunities for Women) Act,
requires all employers throughout Australia with more than 100 staff to
develop affirmative action programs for women.
Anti-discrimination legislation enables a complaint to be lodged with the
relevant body after an act of discrimination has occurred. The legislation
has been in effect in Australia since the mid 1970s. The Queensland
Anti-Discrimination Act 1992 prohibits discrimination in a range of
matters, including employment, on the basis of any of the following
attributes or reasons:
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gender
religion
marital status
political belief or activity
parental status
trade union activity
breastfeeding
sexual preference
age
race
impairment
association or relation to a person identified because of any of the above attributes.
The Commonwealth Government has also passed anti-discrimination
legislation, including the Racial Discrimination Act 1975, Sex
Discrimination Act 1984, Human Rights and Equal Opportunity
Commission Act 1986 and the Disability Discrimination Act 1992.
1. POSITION
Community Development Worker
2. DESCRIPTION OF AGENCY & BACKGROUND TO THE POSITION
Sorghum Community Group Inc. is being funded by the Queensland Department of Family and
Community Services under the Family and Individual Support Program to develop and implement
community support strategies that address family, adolescent and child welfare needs in the town.
Sorghum is a town of 15,000 people, situated in the heart of the Woolgarah Shire - a grain-growing area
where the population is 25,000 people scattered across 200 square kilometres. Employment in the town
relies on the prosperity of the grain-growing industry which has been going through a long decline.
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Unemployment, poor health, social isolation, the lack of vacation activities for children and recreational
opportunities for adolescents and adults are all major concerns.
3. PURPOSE
To work with others in the town to develop and implement services and programs to address the needs of
isolated families, young people and children.
4. ACCOUNTABILITY
TO: The Management Committee
BY: Presenting a verbal and written report to monthly Management Committee Meetings
FOR: The effective operation of the Neighbourhood Centre and for all other duties as described in this Job
Description and agreed to in the Employment Contract.
5. SALARY & CONDITIONS
Casual rate of __ per hour, paid as __ per week, for __ hours per week.
All other payments and conditions are specified in the Job Contract.
6. DUTIES
6.1 Assess and prioritise the needs of families, young people and children in the town.
Identify services that are currently available to families, young people and children, as well as the gaps in
service provision.
6.3 Consult widely with existing government and community organisations, including the Town Council,
Social Security, C.E.S., police, hospital staff, service clubs, churches, schools, sporting clubs, other
interested bodies and the wider public for the purposes of:
(a) strengthening networks of support in the town by opening up opportunities for people to meet, socialise,
support and help each other;
(b) developing an action plan to address gaps in service provision;
(c) initiating, developing and implementing support services needed by families, young people and children
in the town;
(d) attracting local funding and government grants for services that require financing;
(e) keeping the town well informed about the availability of services and any new developments; and
(f) ensure services are accessible to everyone who needs them.
6.4 Establish and maintain a reliable administrative system.
6.5 Utilise supervision to enhance program and professional development
6.6 Present monthly written reports to the Management Committee documenting progress achieved in
addressing a wide range of duties, and difficulties encountered in the role.
6.7 Do other such duties as may be directed by the Management Committee from time-to-time.
7. SELECTION CRITERIA
7.1 Tertiary qualifications relevant to community development activities would be desirable.
7.2 Substantial experience in community development activities including:
(a) building community networks that support families, adolescents and children; and
(b) initiating, developing and implementing services needed by families, young people and children.
7.3 Skills in:
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(a) assessing the needs of families, adolescents and children in the context of the local community;
(b) program planning and policy formulation; and
(c) interpersonal and written communication.
7.4 Knowledge of current practices, trends and philosophies relating to community development.
(Source: Community Tool Box)
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BIBLIOGRAPHY
Brammer, L. M. (1993) The Helping Relationship: Process and Skills. Prentice-Hall, Englewood Cliffs.
CCH Industrial Law Editors (1995) Dispute Settlement at the Workplace.
Coulshed, V. (1991) Social Work Practice: An Introduction. 2nd Ed. Macmillan, Hampshire.
Communication and Counselling Skills Series, (1984) Participants Notes, Brisbane.
Community Tool Box (Internet).
Dwyer, J. (1993) The Business Communication Handbook 3rd Ed. Prentice Hall: Sydney.
Forsyth, D. (1990) Group Dynamics 2nd Ed. Brooks/Cole: Pacific Grove.
Honey, P. (1987) Can You Spare A Moment? The Counselling Interview. Video Arts, London.
Johnson, L. C. (1995) Social Work Practice: A Generalist Approach. 5th Ed. Allyn and Bacon, Sydney.
Logan Institute if TAFE COM3A Learning Guide.
Logan Institute of TAFE ORG6A Grievances & Disputes Handout.
‘Meeting With Success’ Video
O'Connor, I., Wilson, J. & Setterland, D. (1995) Social Work and Welfare Practice. 2nd Ed. Longman,
Melbourne.
Okun, B.F. (1976) Effective Interviewing and Counselling Techniques. Duxbury Press, California.
Queensland Public Sector (1991) Guidelines for Preventing & Resolving Sexual Harassment in the
Workplace Queensland Government.
TAFE National Staff Development Committee (1992) Promoting an environment Free of Sex-Based
Harassment in TAFE Queensland Government.
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