SAMPLE. CHCORG303C Participate in the work environment. Learner guide. CHC08 Community Services Training Package. Edition 1

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1 CHC08 Community Services Training Package CHCORG303C Participate in the work environment Learner guide Edition 1 Training and Education Support Industry Skills Unit Meadowbank Product code 5740

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3 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: Fax: The State of New South Wales, Department of Education and Training, TAFE NSW, Training and Education Support Industry Skills Unit, Meadowbank, 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. ISBN: Developed by Training & Education Support Industry Skills Unit, Meadowbank TAFE NSW 2012

4 Developed by Training & Education Support Industry Skills Unit, Meadowbank TAFE NSW 2012

5 Table of contents INTRODUCTION General introduction 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 Prior Knowledge and Experience Unit of competency overview Unit description Required skills and knowledge Critical aspects for assessment and evidence required Access and equity considerations Context of and specific resources for assessment Method of assessment Employability Skills Assessment How you will be assessed SECTION 1 WORKING EFFECTIVELY IN THE COMMUNITY SERVICES INDUSTRY Working in the Children s Services Profession What is the Community Services Industry? What is the Community Services industry like for workers? Types of Child Care Services Developed by Training & Education Support Industry Skills Unit, Meadowbank TAFE NSW 2012

6 What do Children s Services workers do? Job descriptions Child protection How do I prioritise my responsibilities? Membership of professional organisations Additional resources Working according to set awards and conditions What is the Industrial Relations System and how does it work? The Fair Work system What role do unions play? SECTION 2 ESTABLISHING YOUR CAREER AND DEVELOPING YOUR WORK PERFORMANCE How do I develop my work performance? SECTION 3 WORKING COOPERATIVELY WITH OTHERS Working in a team Your role and responsibilities and that of the team Effective communication and information sharing Conflict resolution and problem solving Respecting other workers SECTION 4 CONTRIBUTING TO THE POLICIES AND PRACTICES OF AN ORGANISATION Element and performance criteria: Policies and practices in community service organisations Expressing concerns and making suggestions Participating in meetings Sustainability in children s services Definition of sustainability Developed by Training & Education Support Industry Skills Unit, Meadowbank TAFE NSW 2012

7 Building design ANSWERS TO ACTIVITIES Section GLOSSARY APPENDIX APPENDIX RESOURCES Legislation and policy requirements Other resources Journals Organisations and web sites References Resource Evaluation Form Developed by Training & Education Support Industry Skills Unit, Meadowbank TAFE NSW 2012

8 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. Page 8 of 104

9 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. Page 9 of 104

10 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. Page 10 of 104

11 Unit elements and performance criteria 1. Contribute to the effective operation of the workgroup 2. Review and develop own work performance 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 2.1 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 Page 11 of 104

12 3. Work cooperatively with others 4. Contribute to the development of policies, practices and structures of an organisation Required skills and knowledge Essential Knowledge: 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 4.1 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 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: Page 12 of 104

13 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. Page 13 of 104

14 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. Page 14 of 104

15 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. Page 15 of 104

16 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: Youth Agencies Welfare Agencies Child Protection Organisation s Community Centres COMMUNITY SERVICES CHILDRENS SERVICES Community Centres Disability Services Crisis Care 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. Page 16 of 104

17 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. Page 17 of 104

18 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 OUT-OF-SCHOOL- HOURS CARE Before school, After School and Vacation care Care for 5-12 years Care available 1-5 days Primarily aimed at working or studying parents Meals provided Funded by Federal government Open shorter hours, usually similar to school Care for 3-5 years Care usually available 1-2 days Primarily aimed to suit nonworking or part-time working parents No meals provided Funded by State government FAMILY DAY CARE Care provided in a private home 1 carer can have up to 5 children under 6 years and 2 school-age children, including their own Care available 1-5 days Sometimes care available evenings, overnight, weekends Primarily aimed to suit working and studying parents Meals provided Funded by Federal government Page 18 of 104