CHCORG303C - VETRES CHCORG303C_LLP_V1.0...CHCORG303C Participate effectively in the work environment...

CHC08 Community Services Training Package

Learner guide

Edition 1

Training and Education Support

Industry Skills Unit

Meadowbank

Product code 5740

CHCORG303C Participate in the

work environment

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Developed by Training & Education Support Industry Skills Unit, Meadowbank

© TAFE NSW 2012

CHCORG303C Participate effectively in the work environment

Acknowledgments

The TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank

would like to acknowledge the support and assistance of the following people in

the production of this learner resource guide:

Writer: Jenny Jesson

Teacher, Child and Family Services

TAFE NSW

Contributors: Cath Quinlan, Michelle Jennings, Maree Aldwinckle, Sarah Murray

Teachers, Children’s Services

TAFE NSW

Reviewer: Roslyn Hodgson

Teacher, Children and Family Services

TAFE NSW

Project Manager: Gail Horwood

Education Programs Manager

TAFE NSW

Enquiries Enquiries about this and other publications can be made to:

Training and Education Support Industry Skills Unit, Meadowbank

Meadowbank TAFE

Level 3, Building J,

See Street,

MEADOWBANK NSW 2114

Tel: 02-9942 3200 Fax: 02-9942 3257

ISBN: 978-1-74236-451-3

© The State of New South Wales, Department of Education and

Training, TAFE NSW, Training and Education Support Industry Skills

Unit, Meadowbank, 2012.

Copyright of this material is reserved to TAFE NSW Training and Education

Support Industry Skills Unit, Meadowbank. Reproduction or transmittal in

whole or in part, other than for the purposes of private study or research, and

subject to the provisions of the Copyright Act, is prohibited without the written

authority of, TAFE NSW. Training and Education Support Industry Skills Unit,

Meadowbank.

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© TAFE NSW 2012


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© TAFE NSW 2012


Table of contents

INTRODUCTION ................................................................................. 8

1. General introduction ................................................................. 8

2. Using this learner guide ............................................................ 8

Group learning ...................................................................................... 8

Self-directing learning ............................................................................ 8

Learning strategies ................................................................................ 8

Four steps to learn new skills .................................................................. 9

If you have difficulties ............................................................................ 9

3. Prior Knowledge and Experience .............................................. 10

4. Unit of competency overview ................................................... 10

Unit description ................................................................................... 10

Required skills and knowledge ............................................................... 12

Critical aspects for assessment and evidence required .............................. 13

Access and equity considerations ........................................................... 13

Context of and specific resources for assessment .................................... 14

Method of assessment .......................................................................... 14

Employability Skills .............................................................................. 14

5. Assessment ........................................................................... 14

How you will be assessed ..................................................................... 14

SECTION 1 – WORKING EFFECTIVELY IN THE COMMUNITY SERVICES INDUSTRY

.................................................................................................... 15

Working in the Children’s Services Profession .................................. 15

What is the Community Services Industry? ............................................. 15

What is the Community Services industry like for workers? ....................... 17

Types of Child Care Services ................................................................. 18

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© TAFE NSW 2012


What do Children’s Services workers do? ................................................ 19

Job descriptions................................................................................... 24

Child protection ................................................................................... 28

How do I prioritise my responsibilities? ................................................... 33

Membership of professional organisations ............................................... 34

Additional resources ............................................................................. 36

Working according to set awards and conditions .............................. 37

What is the Industrial Relations System and how does it work? ................. 37

The Fair Work system .......................................................................... 37

What role do unions play?..................................................................... 40

SECTION 2 – ESTABLISHING YOUR CAREER AND DEVELOPING YOUR WORK

PERFORMANCE ................................................................................. 42

How do I develop my work performance? ............................................... 42

SECTION 3 – WORKING COOPERATIVELY WITH OTHERS ........................... 52

Working in a team ............................................................................... 52

Your role and responsibilities and that of the team ................................... 55

Effective communication and information sharing ............................. 56

Conflict resolution and problem solving .................................................. 59

Respecting other workers ..................................................................... 61

SECTION 4 – CONTRIBUTING TO THE POLICIES AND PRACTICES OF AN

ORGANISATION ............................................................................... 69

Element and performance criteria: ......................................................... 69

Policies and practices in community service organisations ................. 69

Expressing concerns and making suggestions .......................................... 72

Participating in meetings ...................................................................... 75

Sustainability in children’s services ................................................. 77

Definition of sustainability ..................................................................... 77

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Building design .................................................................................... 79

ANSWERS TO ACTIVITIES .................................................................. 86

Section 1 .................................................................................... 86

GLOSSARY ...................................................................................... 89

APPENDIX 1 ................................................................................... 90

APPENDIX 2 ................................................................................... 92

RESOURCES .................................................................................... 95

Legislation and policy requirements ................................................ 95

Other resources ........................................................................... 98

Journals ...................................................................................... 99

Organisations and web sites ......................................................... 100

References ................................................................................. 100

Resource Evaluation Form ............................................................ 102

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Introduction

1. General introduction

Welcome to CHCORG303C Participate in the work environment.

This national unit of competency is part of the CHC08 Community Services Training

Package.

2. Using this learner guide

This learner guide may be used on its own, for self-directed learning, or it may be used

as additional material to support group learning.

Group learning

If you are studying this unit of competency as part of a group of learners with a

facilitator then she/he will guide you in how to use these materials, including which

learning topics and activities should be completed.

Self-directing learning

If you are studying this unit of competence as a self-directed learner you will have a

facilitator assigned to you. This person will be available to support you as you work

through this material. To study this unit effectively, learners who are working without

facilitated group sessions should work through the materials in the order that they

appear in the learner guide, completing all the readings and all the activities.

Learning strategies

This learner guide contains a variety of different learning activities to support different

individual learning styles. In addition to the activities described in this guide, it is

important that you discuss the issues raised with others such as your colleagues,

friends, practitioners working in the field and other students. Discussion plays an

important role in understanding and remembering new information.

To promote active learning:

1. Come up with your own answers first, before you attempt any readings.

2. Compare and discuss your answers with others.

3. Research the topic and access readings, videos, etc.

4. Ask yourself, ‘What do I think about this subject now that I have studied it in

depth? What have I learned?’

The learner guide is designed for you to work at your own pace and at a time

convenient for you. It also allows you to self-direct and control your learning.

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There may be some tutorials, practical sessions or workshops which you are required

to attend. If this is required you will be notified of the times and dates of these

activities at the commencement of the unit.

You also have access to tutorial support. This is an additional support service that can

help you with time management, study skills, editing of your work, organisation and

even literacy skills. It is important for you to contact your facilitator and ask for this

support if you require it. Normally this service is accessed at your nearest TAFE

College.

You may also need to access resources at a TAFE college or library. These resources

may include computer facilities and software, books, library material and videos. The

resources are listed under the ‘resources’ heading for this unit and references to these

resources are made at the relevant sections of the guide.

When working through the material there may be reference to legislation or

regulations. Over time legislation and regulations may change. It is important that you

access the most current version. Refer to your facilitator if you are unsure.

Four steps to learn new skills

This learner guide is based on four main learning activities.

Thinking – Reflecting on the subject, your own experience and ideas, and what you

hope to achieve from this learning process. Reflective thinking prepares you to learn

new skills.

Attending – Reading the contents of this guide carefully, with understanding. This

may involve asking questions, rewriting material in your own words, discussing the

material with other people, or reading additional reference materials. Attending

provides you with the information you need to carry out a new skill.

Doing – Putting new skills into practice. This may involve following specific activities

or assessment tasks in this guide, or putting the new skill directly into practice in your

workplace. Using new information in a practical way will help you to remember and

understand.

Reviewing – Did the new skill achieve what you expected to achieve? Seek feedback

from your workplace supervisor, facilitator, clients or colleagues. Ask more questions

if you need to. Complete the review activities in this guide. When you have achieved

competency, keep a record of your completed tasks as evidence of your skill.

If you have difficulties

If you have any difficulties while working through this material you should ask your

facilitator for help. For example you may have trouble understanding a concept or

accessing a resource that is required.

Your TAFE College has a range of support services available to help you through your

course.

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If you have a disability which may affect your ability to learn or to complete the

assessment events you should talk with your facilitator or college ‘Disabilities

Consultant’ about your right to reasonable adjustment to the way you are assessed.

In order to be successful with this type of learning it helps if you:

can apply self-discipline

stay motivated and focussed on achieving your goal

manage your time to include time for study and to complete assessments

can take responsibility for your own learning

3. Prior Knowledge and Experience

You may already have knowledge, skills and experience relevant to this unit of

competency that you have gained due to your work, life experience or from a previous

course. If this is the case ask your facilitator about having this learning recognised.

You will need to produce evidence to demonstrate that you have the skills, knowledge

and competency level required for this unit of competency. Your facilitator can advise

you as to what types of evidence you could provide.

4. Unit of competency overview

Unit description

Once you have provided sufficient evidence to demonstrate competence in this unit

you will have achieved the following unit of competency from the nationally endorsed

Community Services Training Package CHC08:

(The following information is from the CHC08 Community Services Training Package.)

CHCORG303C Participate in the work environment.

This unit describes the knowledge and skills required to work effectively as an

individual and in work groups to contribute to achievement of organisation objectives.

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Unit elements and performance criteria

1. Contribute to the effective

operation of the workgroup

1.1 Identify own job responsibilities and their

contribution to service delivery

1.2 Work within defined job role and responsibilities

1.3 Seek assistance and direction and obtain as

required

1.4 Work in a manner that complements that of

others according to policies and rules of workplace practice

1.5 Complete activities to standard expected in workplace

1.6 Carry out set tasks in a positive and

courteous manner

1.7 Identify resources needed to carry out own work duties

1.8 Deal with shortages of resources according to organisation practices

1.9 Keep work area well organised and safe in accordance with relevant standards/policies

2. Review and develop own

work performance

2.1 Monitor own work according to requirements

for job quality and customer service

2.2 Plan work activities to achieve individual objectives and organisation expectations

2.3 Report to supervisor when work requirements are unable to be met

2.4 Clearly communicate to supervisor /

appropriate person, need for additional

support to improve performance

2.5 Report need for training to supervisor, as required

2.6 Undertake training as appropriate

2.7 Take opportunities for support and supervision as required

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3. Work cooperatively with

others

3.1 Use problem solving when necessary so

work is completed according to organisation policies and practices

3.2 Demonstrate respect for individual

differences of workers in workplace relationships

3.3 Demonstrate understanding and application

of the value of cultural differences and diversity when working with others

3.4 Identify and show respect for different roles

and responsibilities

3.5 Behave appropriately in the workplace, in a

manner likely to promote cooperation

3.6 Share information with others in order to complete set activities

3.7 Report conflicts in the workplace to supervisor

4. Contribute to the

development of policies,

practices and structures of

an organisation

4.1 Report concerns regarding administrative

policies, practices and procedures to supervisor

4.2 Report concerns regarding job

responsibilities to supervisor

4.3 Provide information, ideas and suggestions to supervisor when requested

4.4 Participate in staff meetings/working groups, if required

Required skills and knowledge

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:

Organisation mission, philosophy, organisation structure, policies and

procedures

Legislation relevant to organisation and work carried out, including work health

and safety (WHS) and privacy/confidentiality

Essential Skills:

It is critical that the candidate demonstrate the ability to:

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Carry out work within own role, responsibilities and organisation objectives in

an effective manner

Interact in a cooperative manner with both individuals and work groups

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:

Demonstrate application of skills in:

- awareness and understanding of effective teams operation

- time management and work planning

- basic negotiation

- effective communication and interpersonal relationship

- safe and effective use of relevant information technology in line with WHS

guidelines

Critical aspects for assessment and evidence required

The individual being assessed must provide evidence of specified essential

knowledge as well as skills

Assessment must include working with both individuals and work groups in the

organisation/ service and under the normal range of workplace conditions

This may include the use of languages other than English and alternative

communication systems

Assessment is recommended to be conducted on more than one occasion or

information for assessment gathered over time

Access and equity considerations

All workers in community services should be aware of access, equity and

human rights issues in relation to their own area of work.

All workers should develop their ability to work in a culturally diverse

environment.

In recognition of particular issues facing Aboriginal and Torres Strait Islander

communities, workers should be aware of cultural, historical and current issues

impacting on Aboriginal and Torres Strait Islander people.

Assessors and trainers must take into account relevant access and equity

issues, in particular relating to factors impacting on Aboriginal and/or Torres

Strait Islander clients and communities.

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Context of and specific resources for assessment

This unit can be assessed independently, however holistic assessment practice

with other community services units of competency is encouraged

Resource requirements for assessment of this unit include access to:

an appropriate workplace where assessment can be conducted or simulation of

realistic workplace setting for assessment.

Method of assessment

Assessment may include observations, questioning and evidence gathered from

the workplace environment, especially testimonials from colleagues.

Employability Skills

By successfully completing this unit of competency you will also be demonstrating a

range of Employability Skills that are addressed under the Employability Skills

Framework identified as appropriate for the CHC08 Community Services Training

Package. These skills apply generally to work in the community services industry and

are specifically customised to address work at different levels and sectors of the

industry.

5. Assessment

How you will be assessed

A number of assessment tasks have been identified to ensure that you are adequately

assessed in relation to all the elements, essential knowledge and skills and critical

aspects of assessment associated with this national unit of competency. Your facilitator

will ensure the assessment tasks suit your learning situation, the service you work in

(if applicable) and the amount of access you have to a workplace environment for “on

the job” assessment.

Your facilitator will provide you with a Student Assessment Guide that details the

requirements of the unit of competency. You will also receive the required assessments

and evidence guides and any grading criteria if relevant to the unit. Due dates for the

assessments will also be discussed with you. Talk to your facilitator if you are unsure

about any of the requirements. Once you understand the assessment requirements

and what is expected you will need to sign the Student Assessment Guide as proof of

this.

This unit may be assessed in conjunction with other units of competency. Your

facilitator will advise you if this is relevant to the unit you are studying.

Check with your college or facilitator to find out the requirements associated with the

handing in of assessments. If you are studying in NSW you should refer to the

TAFENSW Assessment Policy.

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Section 1 – Working effectively in the

community services industry

Element and performance criteria:

1. Contribute to the effective operation of the workgroup

1.1 Identify own job responsibilities and their contribution to service delivery

1.2 Work within defined job role and responsibilities

1.3 Seek assistance and direction and obtain as required

1.4 Work in a manner that complements that of others according to policies and rules of workplace practice

1.5 Complete activities to standard expected in workplace

1.6 Carry out set tasks in a positive and courteous manner

1.7 Identify resources needed to carry out own work duties

1.8 Deal with shortages of resources according to organisation practices

1.9 Keep work area well organised and safe in accordance with relevant

Standards/policies

Working in the Children’s Services Profession

What is the Community Services Industry?

The name, Community Services Industry, is a relatively recent one. Traditionally, work

in this industry may have been referred to as ‘the helping professions’, ‘human

services’, ‘community work’, or ‘working with people’. It is sometimes referred to as

the community services sector or simply community services.

The Australian National Training Authority says that the Community Services Industry

focuses on “providing a wide range of services to support the comfort and well-being of

people”. The main activities of the industry, according to the Industry Training Council

of Western Australia are:

“Provision of a diverse and complex range of services to support individuals,

families and communities experiencing, or at risk of experiencing, social, family

or economic difficulties.

Promotion of individual and community well-being … to protect the quality of

life.”

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If the Community Services Industry includes a “diverse and complex range of services”

the main role of which is to ‘support’ and ‘empower’, then what kinds of specific

community service organisations do you think are included in this industry? They might

include:

In fact, there are 121 different occupations in the Community Services Industry!

In the closely related Health Industry, there are approximately 200 different

occupations.

These two industries have employees working in every region of Australia.

COMMUNITY SERVICES

Welfare Agencies

Community

Centres

Community

Centres

Crisis

Care

CHILDRENS

SERVICES

Youth Agencies

Child

Protection

Organisation

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What is the Community Services industry like for workers?

Here are some other interesting facts about the community services industry:

More than 70% of workers are women (over all industries this figure is 43%).

Over 46% of workers are volunteers.

2% of workers are identified as Aboriginal and Torres Strait Islanders (over all

industries this figure is 1%).

10% of workers are identified as being from a Non-English Speaking

Background (NESB) (over all industries, this figure is 17%).

10% of workers fall in the 15 to 24 year age group; 50% in the 25 to 44 year

age group; and 40% over 45 years of age.

46% of workers have no post school qualifications.

Of the approximately 8,000 businesses and organisations in the national

industry, about 5,900 are ‘not-for-profit’; about 2,000 are for profit and 423 are

government bodies.

It is a very fast growing industry (growing 39% between 1987 and 1998).

It is a very large provider of part-time jobs and contract work.

It has a high proportion of very small agencies and services offering

employment.

It has a high dependence on government funding and subsidies.

Remember that the Children’s Services profession is a part of these figures!

By understanding the profession in which you have chosen to work, you will have a

clearer ability to decide what skills and qualities are particularly important to develop if

you are to work effectively.

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Types of Child Care Services

There are different types of child care services. In different states they may have

different names. The main types in New South Wales are:

PRESCHOOL

Open shorter hours, usually similar to schoolCare for 3-5 yearsCare usually available 1-2 daysPrimarily aimed to suit non-working or part-time working parentsNo meals providedFunded by State government

OUT-OF-SCHOOL-HOURS CARE

Before school, After School and Vacation careCare for 5-12 yearsCare available 1-5 daysPrimarily aimed at working or studying parentsMeals providedFunded by Federal government

FAMILY DAY CARE

Care provided in a private home1 carer can have up to 5 children under 6 years and 2 school-age children, including their ownCare available 1-5 daysSometimes care available evenings, overnight, weekendsPrimarily aimed to suit working and studying parentsMeals providedFunded by Federal government

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