HLTCSD201C
Maintain High Standard of
Client Service
FOREWORD
This publication is one of a number of Learning Guides produced by The Australian
Medical Association (WA) Inc as a resource for the health sector. It is utilised within AMA
Training Services and Health Training Australia as a training resource and within the
workplace as a support guide.
The development of this workbook was undertaken by a number of trainers and
developers within AMA and HTA, who have both industry knowledge and specific
expertise in the course content.
Although every effort has been made to present reliable and accurate information, the
AMA will assume no responsibility for outcomes and actions resulting from the application
of the information presented in this workbook.
Users are encouraged to confirm
application in conjunction with protocols within their specific work environment.
This book is copyright. Apart from any fair dealing for the purposes of private study,
research, criticism or review, as permitted under the Copyright Act, no part may be
reproduced by any process without written permission. Please forward all enquiries to:
The Manager
Health Training Australia
PO Box 133
NEDLANDS WA 6909
Telephone: (08) 9273 3044
Facsimile: (08) 9273 3045
CONTENTS
INFORMATION FOR LEARNERS ......................................................................................4
Training ............................................................................................................................4
On and Off-the-Job Training .............................................................................................5
Assessment ......................................................................................................................5
Learning Guide Aid...........................................................................................................6
Tips for Learners ..............................................................................................................7
LEARNING OUTCOMES ....................................................................................................8
INTRODUCTION .................................................................................................................9
EFFECTIVE COMMUNICATION TECHNIQUES ..............................................................10
Tone Pitch Voice ............................................................................................................11
Positive and Negative Communication ...........................................................................12
Listening Skills................................................................................................................13
Improving Communication ..............................................................................................14
RESOLVING CONFLICT IN THE WORKPLACE .............................................................15
Causes of Conflict ..........................................................................................................15
Conflict Resolution..........................................................................................................16
CHALLENGING BEHAVIOURS........................................................................................17
Behaviour Management .................................................................................................18
Strategy Plans ................................................................................................................19
PROVIDING QUALITY HEALTH CARE SERVICES ........................................................20
The Effects of a Positive Team Environment..................................................................21
The Effects of a Negative Team Environment ................................................................21
Confidentiality and Privacy .............................................................................................22
The Principle of Confidentiality and Privacy ................................................................22
Confidentiality and the Health Support Worker ...........................................................23
ACCESS AND EQUITY.....................................................................................................24
Patient/Client Rights and Responsibilities ......................................................................25
Patient/Client Rights....................................................................................................25
Patient/Client Responsibilities .....................................................................................25
Interpreter Services ........................................................................................................26
Complaints Procedures ..................................................................................................27
EVALUATING WORK PERFORMANCE ..........................................................................28
Identifying the need for training ......................................................................................29
Knowing when you need support and supervision..........................................................29
Health Support Worker’s Role and Responsibility ..........................................................30
BIBLIOGRAPHY ...............................................................................................................31
GUIDE TO ASSESSMENT................................................................................................33
Assessment Plan for Participant.....................................................................................34
Summary of Evidence Sources ......................................................................................35
Assessment Plan............................................................................................................35
WRITTEN ACTIVITIES......................................................................................................36
PRE-ASSESSMENT CHECKLIST ....................................................................................38
INFORMATION FOR LEARNERS
This Learning Guide will assist you in developing skills and knowledge to work effectively
in the health industry and to apply these skills to your workplace and daily tasks.
Training
Competence means that you have the required knowledge and skills to do your job. These
are described in ‘competency standards’. Your training will be based on these to make
sure it is relevant to the needs of your job and yourself.
Your Record Book and the Pre-Assessment Checklist in the Guide to Assessment
(included at the back of this Learning Guide) state the standards of competence.
The purpose of the training is to develop your workplace competence, so you will be
expected to practise your skills whenever you can. This can be done through work
experience, practical sessions in a training organisation or through your full time or parttime job. It is important that you have both theoretical and practical knowledge and skills.
HLTCSD201C © Health Training Australia (Inc)
ISBN: 978-0-9805779-9-0
4
INFORMATION FOR LEARNERS
On and Off-the-Job Training
Your training may consist of on-the-job coaching with your workplace supervisor and/or
trainer on a one-to-one or small group basis. It may also involve formal training sessions
conducted off-the-job in addition to working through your Learning Guide.
Make sure you ask lots of questions, complete the activities, and do additional research to
ensure you know everything listed in the Pre-Assessment Checklist.
If you do not understand any part of the unit please contact your Trainer.
Assessment
Once you have completed your training and practised your skills, you will be ready to have
your skills and knowledge assessed. The purpose of this is not to see if you can pass a
test, but to determine if you can perform work tasks competently.
Refer to the Guide to Assessment for detailed information on this unit’s Assessment Plan.
Complete the Pre-Assessment Checklist in the Guide to Assessment as this sets out the
skills and knowledge you will need to demonstrate during your assessment to be deemed
competent in this unit.
HLTCSD201C © Health Training Australia (Inc)
ISBN: 978-0-9805779-9-0
5
INFORMATION FOR LEARNERS
Learning Guide Aid
You will see the following icons throughout your Learning Guide. They will help you with
your learning by telling you what type of information that is being presented in the Learning
Guide. The icons are listed below with explanations on the use of each one.
REMEMBER - used for specific points to note or helpful tips to
remember.
THINK / IDEA – when asking you to think about your response to a
statement or situation. What do you do in your workplace?
INFORMATION – when providing additional information or giving links to
further information – e.g. website, reference book, workplace policies
and procedures.
IMPORTANT – for any information that is considered important and
critical to demonstrating competence in the unit, or in relation to an
occupational health and safety issue.
ACTIVITY – may form part of the evidence of competency for this
unit.
The activities are designed to make the theory practical to your individual situations and
you are encouraged to complete them all.
HLTCSD201C © Health Training Australia (Inc)
ISBN: 978-0-9805779-9-0
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INFORMATION FOR LEARNERS
Tips for Learners
Read through the information in the Learning Guide carefully. Make sure you understand
the material. If you come across anything you do not understand:
ƒ
Discuss your training with your trainer and make sure you understand what is required
and how the training will be organised.
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Ask for feedback on your progress as you work through the activities.
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Ask for help when you need it. Talk to more experienced colleagues or your trainer and
ask for their guidance.
ƒ
Listen, take notes, ask questions and practise your new skills as often as possible.
This way you will improve your speed, memory, and also your confidence.
ƒ
During your training, you should seek other sources of information as well, e.g.
reference books, the Internet. Some of these are suggested in the guide.
ƒ
Try to relate the information presented in this Learning Guide to your own experiences
and to what you already know.
ƒ
Work through the activities. They are there for a reason and even if you already have
the knowledge or skills relating to a particular activity, doing them will help to reinforce
what you already know. If you do not understand an activity, think carefully about the
way the question or instructions are phrased.
HLTCSD201C © Health Training Australia (Inc)
ISBN: 978-0-9805779-9-0
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LEARNING OUTCOMES
This Learning Guide will provide you with information that will assist in your learning and
development in maintaining and delivering a high standard of care and service to clients.
Completing this workbook aims to provide you with a greater understanding of the
principles and techniques associated with:
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Communicate appropriately with clients.
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Establish and maintain an appropriate relationship with clients.
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Act in a respectful manner at all times.
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Evaluate own work to maintain a high standard of client services.
In order to be competent in this unit you will be able to:
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Describe communication strategies and techniques to achieve effective outcomes.
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Define effective listening skills.
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Demonstrate participation in a constructive team work.
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Demonstrate establishment and provision of high quality services for clients.
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Describe the requirements of confidentiality and privacy in the workplace.
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Identify how you can evaluate own work standards.
HLTCSD201C © Health Training Australia (Inc)
ISBN: 978-0-9805779-9-0
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INTRODUCTION
This unit is provided as a collective unit for Health Support Workers who have a multifunctional role within a heath care facility but can also be adapted for workers who have a
more specific support role in relation to providing quality health care services.
Your duties in a Health Support Worker’s role will include the ability to deliver and maintain
a high standard of service to your clients.
This unit will provide you with the underpinning knowledge of how you can implement
strategies to improve communication in your workplace with patients/clients, work
effectively in a team environment and evaluate your own work standards.
In reading through the Learning Guide you may well come across information and tasks
that are not your everyday responsibility. However, by completing this unit you will gain a
better understanding of your role and responsibilities in a health care setting and thereby
improve your existing skills and knowledge in your current work role.
HLTCSD201C © Health Training Australia (Inc)
ISBN: 978-0-9805779-9-0
9
EFFECTIVE COMMUNICATION TECHNIQUES
Communication can take many different forms, all forms should reflect an understanding
and respect for patients/clients and colleagues individual differences and needs.
Communication should be clear and relevant to the situation or the tasks being
undertaken.
Touch and other non-verbal means of communication should be used
appropriately.
Using effective communication strategies will assist you to achieve high
patient/client service outcomes.
Verbal – the process of communication in its simplest form is two-way, between two
people.
Non-verbal - are signals you can give out when communicating, either intentionally or
unintentional, which may conflict the message you are trying to send. These messages
are behind the main message and they can have an effect on how the other person
responds to what you are saying.
HLTCSD201C © Health Training Australia (Inc)
ISBN: 978-0-9805779-9-0
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EFFECTIVE COMMUNICATION TECHNIQUES
Tone Pitch Voice
Tone, pitch and voice is known as ‘Paralinguistic’. This facet of non-verbal communication
includes such vocal elements as:
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Tone.
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Pitch.
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Rhythm.
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Timbre.
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Loudness.
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Inflection.
Voice quality - the manner in which a verbal statement is presented, e.g. its rhythm,
breathiness, hoarseness or loudness.
Tone - reflects emotion and mood. It may also carry social information, as in a sarcastic,
superior, or submissive manner of speaking. A significant number of voice qualities are
universal across differing cultures, (though they are subject to cultural modification and
shaping).
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Around the world, adults use higher pitched voices to speak to infants and young
children.
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The softer pitch is innately ‘friendly’ and suggests a non-aggressive pose.
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With each other, men and women use higher pitched voices in greetings.
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In almost every language, speakers use a rising intonation to ask a question. The
higher register appeases the request for information, and is often accompanied by a
palm-up gestures and submissive shoulder-shrugs.
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We use changes in pitch to convey meaning. Voices can be insistent, pleading,
questioning, whining, demanding, etc.
Can you think of other non-verbal means of communication?
HLTCSD201C © Health Training Australia (Inc)
ISBN: 978-0-9805779-9-0
11
EFFECTIVE COMMUNICATION TECHNIQUES
Positive and Negative Communication
Communication can be positive and negative and this can have an effect on the outcome
of a conversation. Positive communication is about understanding and experiences and
negative communications are about emotions and dissatisfaction (though the person
spreading dissatisfaction is usually satisfied).
Positive communication may include
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Facing people when they speak to you.
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Looking interested in what they are saying.
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Asking clarifying questions.
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Having open, friendly body language.
Positive communication “Hi Jane would you like me to help you to deliver the meals”?
Negative communication may include
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You are talking to a person and they turn away.
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Arguments.
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Aggressive body language.
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Inappropriate use of language, swearing at patient/clients or other staff members.
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Making fun of others e.g. what they are wearing, their hair cut or their accent.
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Having someone standing over you while they talk to you, or shouting at you.
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Yelling to you from another room.
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Poking and pointing can be viewed as negative.
Negative communication “I suppose you want me to give you a hand to deliver the meals
don’t you” using a sarcastic tone?
HLTCSD201C © Health Training Australia (Inc)
ISBN: 978-0-9805779-9-0
12
EFFECTIVE COMMUNICATION TECHNIQUES
Listening Skills
Listening is a very important part of communication and the easiest way of describing
listening skills is as a mirror image of expressive skills. They are the skills needed to help
the other person make a clear and unthreatening statement of their own position.
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ƒ
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Give the patient/client, visitors or colleague your attention.
Listen for understanding.
Let the person know what you think they said.
There are more components to listening than to speaking. After you have given the
patient/client or colleague your attention, there are still four different things for you to do.
They are as follows
Listen
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Give the person your undivided attention as you try to understand what they have said
to you. Listen with your eyes as well as your ears, use verbal and non-verbal
expression to work out just what it is like to be in their position as they perceive it.
Acknowledge
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Let the person know just what you have understood them to imply verbally and nonverbally: the whole message. Make clear that this is just your interpretation.
Check
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Make sure that you understand them, by making it as easy as possible for them to
amend or add to your understanding.
Enquire
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Ask the questions that will help the person to change their answer (which probably
avoids the issue, or blames, or demands) into one which gives specific information
about what you have done or said, or about what they want you to say or do.
HLTCSD201C © Health Training Australia (Inc)
ISBN: 978-0-9805779-9-0
13
EFFECTIVE COMMUNICATION TECHNIQUES
Improving Communication
The following guidelines may be useful when communicating with someone from a nonEnglish speaking background.
Make an effort to pronounce their name properly.
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Find out what the person prefers to be called. DON’T call people love, etc.
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Always show respect for the patient/client or colleague.
Speak slowly and clearly.
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Don’t mumble or cover your mouth when speaking, don’t rush your words.
Use common and simple language.
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Be careful of using slang, for example, ‘start from scratch’.
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Do you have an appointment in the D.P.U.?
Use gestures (pointing to objects) or mime.
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Demonstrate drinking, eating, etc.
Observe their body language, facial expressions.
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For signs that you are understood.
Repeat the sentence if you have not been understood.
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If repeating what is said say exactly the same thing, changing the sentence will only
add to the confusion.
Do not shout or use patronising language.
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If the person cannot understand you, your body language may appear aggressive.
Seek assistance
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This may be an interpreter or a cultural liaison officer/person.
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Using bilingual or multilingual staff.
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According to organisational policy.
HLTCSD201C © Health Training Australia (Inc)
ISBN: 978-0-9805779-9-0
14
RESOLVING CONFLICT IN THE WORKPLACE
In a health care environment conflict may arise, this may be due to misunderstandings
between the Health Support Worker and a patient/client, visitors or colleague.
Causes of Conflict
Mistakes and accidents
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Are an ever-present reality, but people
become upset and angry and take them
personally.
Miscommunication
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It is hazardous to assume to know exactly
what someone means.
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Ask for feedback and clarification if you are not sure.
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Consider use of words, language, e.g. “You managed Mrs Brown’s behaviour problem
really well”.
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A person may think:
-
“They really think I did well”.
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“He/she obviously thinks I don’t usually manage behaviour problems very well”.
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“He/she’s never commented before, I’ve always managed well”.
Misjudgement
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Consider cultural and ethnic issues.
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Consider stereotypes – avoid labelling people as ‘trouble-makers’, ‘losers’, etc.
Conflicting needs
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People have needs to feel loved, secure, powerful and in control all at the same time!
External forces
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E.g. A political situation, lack of resources, money, equipment.
HLTCSD201C © Health Training Australia (Inc)
ISBN: 978-0-9805779-9-0
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RESOLVING CONFLICT IN THE WORKPLACE
Conflict Resolution
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Be aware of time and place (if you have a problem with someone, choose the right
time to discuss it and the right place).
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Be aware of body language.
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Use effective communication skills (don’t lose your temper, or make inappropriate
remarks).
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Consciously try to see the other person’s point of view.
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Separate the person from the problem.
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Recognise feelings.
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Map conflict (how did it start, was there something that sets it off etc).
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Meditation may be necessary if conflict cannot be resolved.
Do you know the policies and procedures for conflict resolution in your
workplace?
The use of “I” when responding to conflict in the workplace.
“I” language is a particular way of responding to a situation that avoids putting the blame
on others.
“I” language is useful for telling the other person how you feel about something without
blaming or demanding change from them.
Rather than making the other person an
opponent you recruit them as a partner to search for a better solution.
Do you have an example of a conflict situation? How did you resolve
the conflict?
HLTCSD201C © Health Training Australia (Inc)
ISBN: 978-0-9805779-9-0
16
GUIDE TO ASSESSMENT
Assessment Plan for Participant
Unit of Competency:
HLTCSD201C
Maintain high standard of client service.
Unit Description:
This unit describes skills and knowledge for care assistance workers and other workers
who have contact with patient/clients required to deliver and maintain a high standard of
service.
Work will be within a prescribed range of functions involving known routines and
procedures with some accountability for the quality of outcomes.
The workplace context may be:
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Specific community.
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Community or regional service.
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Department of a large institution or organisation.
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Specialised service or organisation.
Plan: Assessment
Training, mentoring and support in relation to each unit of competency will be provided to
participants on a regular basis in person, on the phone or via email.
More intensive training will be provided to participants if required, as identified by the
trainer/assessor (this may include off-the-job training).
Participants on the job performance is discussed with the coach/supervisor (through the
use of the Record Book) forming the Third Party Report.
Verbal and written instructions will be given to all participants prior to assessment. Ask
your trainer/assessor for additional support if there are particular cultural and language
needs.
Alternative assessment methods are available – these are outlined in the Participant
Record Book.
The assessment report is discussed with participant providing feedback on the outcomes
of assessment and guidance on future options. Participant receives a copy of the final
assessment report.
HLTCSD201C © Health Training Australia (Inc)
ISBN: 978-0-9805779-9-0
34
GUIDE TO ASSESSMENT
Summary of Evidence Sources
Elements /
Performance
Criteria
1.1
1.2
1.3
1.4
1.5
2.1
2.2
2.3
2.4
2.5
3.1
3.2
3.3
3.4
3.5
4.1
4.2
ASSESSMENT
OFF-THE-JOB
ON-THE-JOB
Demonstration
/ Simulation
Oral
Questions
Direct
Observation
9
9
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9
9
9
9
9
9
9
9
9
9
9
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9
9
9
9
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9
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9
9
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9
9
9
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9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
Third Party
Report
Written
Activites
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
Case
Studies
/Projects
Workplace
documents
Diary /
Journal
Other
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
Assessment Plan
Verbal and written instructions will be given to all participants prior to assessment. Ask
your trainer for additional support if there are particular cultural, language, literacy or
numeracy needs.
Assessment
Assessment
Type
Task
Knowledge1 Written
Assessment based
assessment.
Brief description of
Task
Directed
activities/written
questions
in
the
Learning Guide and
Guide to Assessment.
2 Observation Communication Direct observation of
skills/performance
in
Interpersonal
workplace or simulated
skills
environment relating to
Privacy
patient/client
service
Confidentiality
standards
and
Team work.
practices.
Oral questions. These questions will
3 Questioning
accompany observation
of
workplace
tasks
relating to patient/client
service standards and
practices
in
the
workplace.
Assessor
determines
4 Third Party Workplace
Report
performance.
work performance of
participant
through
consultation
with.
supervisor
HLTCSD201C © Health Training Australia
ISBN: 978-0-9805779-9-0
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Resources
required
Learning Guide.
Workplace.
Organisation
policies/procedures.
Assessment Tool.
Organisation
policies/procedures.
Assessment Tool.
Participants Record
Book.
Date of
Assessment
WRITTEN ACTIVITIES
1. What do these 4 ‘Communication Skills’ mean?
1
Listen
Make sure that you understand them
2
Acknowledge
3
Check
Give the person your undivided attention
4
Enquire (example)
Let the person
understood them
Ask questions (example)
4
know
you
have
2. List 2 causes of conflict in the workplace?
3. When might you require an interpreter service?
4. When caring for patient/clients with challenging behaviours you need to?
(Circle correct answer/s, there may be more than one answer)
a. Avoid placing blame
b. Not be patronising
c. Tell them how horrible they are being
d. Show the patient/client respect
5. You should always document and report behaviours that are a threat to you?
TRUE
FALSE
6. List 2 responsibilities of the Health Support Worker in the workplace?
7. The Health Support Worker needs to maintain the patient/client privacy and
confidentiality?
TRUE
HLTCSD201C © Health Training Australia (Inc)
ISBN: 978-0-9805779-9-0
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FALSE