Module 4:      Managing the youth Work           Environment    CHCCOM504B: Develop, Implement and Promote         Effecti...
Communication     Communication is the word we use to describe      the transmission of information and intent      betwe...
Information and Intent     Information – issues, details, facts, thoughts     Intent – feelings, attitudes, ‘hidden requ...
Information Flows Between Us    • Intent is what stops information from being      received    • If we have an intent of p...
Communication Barriers    There are some barriers to communication      that are not intentional    • The language or acce...
Other Communication Barriers…     Speech impediments, mouth won’t work well     Some people may have problems in speakin...
Other barriers Cont…     Style of communication, auditory, visual or      acted out (We all have our styles)     We lear...
Other Barriers Cont…    • Ability level – some people may take longer to      understand information than others    • Some...
Other Barriers Cont…    Experiences:     If someone is good with computers and knows      all about them, they may descri...
Communication Barriers      Some barriers to communication that are due to       ‘intent’      Culture is the way we hav...
Our Angle      In our communication with others we can       have an angle      Our angle may be to show the other perso...
Our Angle cont.     Think of some people in your life…     • What is your ‘angle’ in communicating with       them     • I...
Aggressive people     • What’s their ‘baggage’, or ‘angle’ in       communication?     • How can we communicate effectivel...
Shy or Withdrawn People      What’s their baggage, or angle in       communication?      How can we communicate effectiv...
Passive / Aggressive / Assertive      Sometimes communication is described in this way      When under threat in a commu...
Communication Styles     • Provide examples from your own life when       you have noticed these 3 forms of       communic...
Communication Styles        Imagine the results when bringing up children:        Passive parent…        Aggressive par...
Communication Models      There are lots of ways of looking at       communication styles      Another one which is good...
Dominant Conflict Reaction Styles     • Avoiding     • Smoothing     • Compromising     • Forcing     • Problem solving19 ...
Conflict Reaction Style      The ideal response is ‘problem-solving’ in this       model, although there is obviously a p...
Conflict      Conflict is a natural part of life...      Why do you think conflict occurs between people?           Di...
Communication Breakdown     Choose one disability and describe how the     communication may break down because of     thi...
Personality Differences in                  Communication      We all have different personalities      Some people are ...
Personality Types      Understanding each other can really help us       in communicating effectively      There have be...
Love Languages      One of the nicest personality       theories is represented with the       idea that we all have diff...
The Five Languages of Love      Physical touch – hugs, cuddles       etc.      Saying nice things to people      Giving...
What is your love language?     • Discuss27           (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
Effective Communicate with Clients                  and Staff     Now we have looked at some of the dynamics of     commun...
Communication in the Workplace      Do we talk about work issues on a casual basis?      Do we send an email, a text mes...
Communication in the Workplace      More fights, misunderstandings and hurts occur       due to poor communication in the...
Communicating with Clients      They say never let a phone ring more than 3 times if       you want to provide a sense to...
Contribute to the Implementation of     Effective Communication Strategies      Reviewing communication both with staff a...
Use Specific Communication      Techniques to Maintain Constructive                  Interaction      Trust and listening...
Facilitate Discussions      Encourage everyone to have their say… if some       people need time to digest issues then al...
Identify Communication Strategies to         Build Relationships with Clients      You may at times have people within an...
Contribute to the Development of      Effective Communication Strategies      In addition to basic communication skills -...
Contribute to the Development of       Effective Communication Strategies      1.3 Establish channels of communication an...
Contribute to the Development of      Effective Communication Strategies      1.6 Negotiate issues with key stakeholders,...
Represent the Organisation to a                Range of Groups      2.1 Present relevant, appropriately researched       ...
Facilitate Group Discussions      3.1 Define and implement mechanisms that enhance       effective group interactions    ...
Facilitate Work Group Interaction      4.1 When conducting meetings, clarify purpose, agree       procedures, negotiate r...
Use Specific Communication         Techniques to assist in Resolving                     Conflict      5.1 Use strategies...
Produce Quality Written Materials      6.1 Ensure writing is succinct and clear and       presented in a logical and sequ...
Conduct Interviews      7.1 In conducting interviews and formal       discussions, make an effort to ensure that       ap...
Conduct Interviews      7.3 Give feedback and advice in a way which       reflects current identified good practice     ...
Youth Workers need to Demonstrate               a Knowledge of:      Effective communication strategies and techniques   ...
Essential Knowledge for Youth Workers      Knowledge of different communication styles       and techniques      Differe...
Youth Workers need the Following               Essential Skills:      Provide evidence that all communication with       ...
Youth Workers need the Following                Essential Skills:      Establish and maintain appropriate network of     ...
Youth Workers need the Following                Essential Skills:     • Demonstrate application of skills in:        –   s...
Other Complex Skills Include:        Reflective and active listening, respectful responding,         empathy, feedback an...
Communicate Effectively Includes:     • Effective use of questioning, speaking, and       listening and non-verbal communi...
Communicate Effectively Means:        Expressing own philosophy, ideology and         background and exploring the impact...
Definitions     Non-verbal communication includes:        Gestures        Posture        Facial expression     Intervie...
Definitions     Established procedures may refer to:        Commonwealth and State legislation        International conv...
Definitions     Opportunities will include:     • Allowing sufficient time to hear individual stories     • Encouraging a ...
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Ppt chccom504 b workplace communication module 4 v 22.3.13

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Ppt chccom504 b workplace communication module 4 v 22.3.13

  1. 1. Module 4: Managing the youth Work Environment CHCCOM504B: Develop, Implement and Promote Effective Workplace Communication1 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  2. 2. Communication  Communication is the word we use to describe the transmission of information and intent between people  What is the difference between communicating information and communicating intention. Discuss2 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  3. 3. Information and Intent  Information – issues, details, facts, thoughts  Intent – feelings, attitudes, ‘hidden requests’3 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  4. 4. Information Flows Between Us • Intent is what stops information from being received • If we have an intent of putting someone down with our information, the information may not be received Invisible walls of protection will stop the information • If the person receiving the information has an ‘intent’ of self protection, they may not listen to anything because they perceive information as a ‘threat’ even if it is not • Intention of the giver and receiver is the invisible part of communication. Intent is the most important part of communication.4 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  5. 5. Communication Barriers There are some barriers to communication that are not intentional • The language or accent that we speak with i.e. Greek, English, Indigenous language etc. • Discuss difficulties in communication that can occur due to language differences5 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  6. 6. Other Communication Barriers…  Speech impediments, mouth won’t work well  Some people may have problems in speaking the production of sounds and words may be muffled due to the shape and function of their mouth  When people have a stroke this can effect their speech for example6 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  7. 7. Other barriers Cont…  Style of communication, auditory, visual or acted out (We all have our styles)  We learn in different ways and we communicate in different ways  Many indigenous people use subtle body gestures to indicate what they mean, rather than depending on words7 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  8. 8. Other Barriers Cont… • Ability level – some people may take longer to understand information than others • Some people find complex ideas or words very difficult to understand - their gifts may not be in verbal areas • Some people are intellectually disabled or have hearing loss8 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  9. 9. Other Barriers Cont… Experiences:  If someone is good with computers and knows all about them, they may describe things very well, but if you have no knowledge of it then you won’t understand  Our experiences in life can separate us, we simply don’t know what the other person is talking about… we have no experience with it9 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  10. 10. Communication Barriers  Some barriers to communication that are due to ‘intent’  Culture is the way we have experienced the world and there is emotion which is attached. This can get in the way of communication  Inferiority attitude  Power and superiority attitude  Past ‘baggage’ which stops us from experiencing ‘reality’ and stops us from communicating without an ‘angle’10 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  11. 11. Our Angle  In our communication with others we can have an angle  Our angle may be to show the other person we are important  Our angle may be to flatter the other person so that they will like us  Our angle has to do with hidden emotional needs11 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  12. 12. Our Angle cont. Think of some people in your life… • What is your ‘angle’ in communicating with them • Is it good communication (satisfying)? • What do you really want to communicate? • How can you let your ‘angle’ go?12 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  13. 13. Aggressive people • What’s their ‘baggage’, or ‘angle’ in communication? • How can we communicate effectively with an angry or aggressive client? Discuss13 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  14. 14. Shy or Withdrawn People  What’s their baggage, or angle in communication?  How can we communicate effectively with a shy or withdrawn client? Discuss14 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  15. 15. Passive / Aggressive / Assertive  Sometimes communication is described in this way  When under threat in a communication situation, often people react either passively (won’t stick up for themselves) or aggressively (angry or forceful)  To be calm and hold your ground is the most effective way of communicating when under threat… its called being assertive15 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  16. 16. Communication Styles • Provide examples from your own life when you have noticed these 3 forms of communication when in a threatening situation Discuss in the group16 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  17. 17. Communication Styles  Imagine the results when bringing up children:  Passive parent…  Aggressive parent…  Assertive parent…  What effects would these communication styles have on children and teenagers?17 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  18. 18. Communication Models  There are lots of ways of looking at communication styles  Another one which is good to show kids is taken from animals  Its not a bad way for adults either, as it is less threatening to identify with an animal, yet we can still learn from the examples!18 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  19. 19. Dominant Conflict Reaction Styles • Avoiding • Smoothing • Compromising • Forcing • Problem solving19 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  20. 20. Conflict Reaction Style  The ideal response is ‘problem-solving’ in this model, although there is obviously a place for each of the other styles  It is assumed that understanding ourselves will help us to modify our usual behaviour  Find your predominant style and attempt to move to another form of conflict resolution for a week.  See what happens…20 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  21. 21. Conflict  Conflict is a natural part of life...  Why do you think conflict occurs between people?   Discuss positive and negative ways people deal with conflict  Dominant Conflict Reaction Styles have been described. After thinking about this:  How you have used each of these styles in your communication with other people?  Which of these styles do you feel you most often use? Why do you think you use these particular styles?  Think about why it may work for you. What reactions are you trying to get from other people?21 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  22. 22. Communication Breakdown Choose one disability and describe how the communication may break down because of this disability... – Describe the client’s difficulty – Describe the worker’s difficulty – Describe the family’s difficulty dealing with the person with this problem – Describe the community’s response to the person with this disability22 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  23. 23. Personality Differences in Communication  We all have different personalities  Some people are shy, some are really outgoing  Some people are thinkers and logical, some are feelers and care deeply about people  Some people love details and others enjoy looking at the overall picture  Some people love to do lots of things at once and others like to finish one thing at a time23 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  24. 24. Personality Types  Understanding each other can really help us in communicating effectively  There have been different theorists who have put together ideas of how people are different in their personalities24 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  25. 25. Love Languages  One of the nicest personality theories is represented with the idea that we all have different ways that we give and receive love  Love Languages by Gary Chapman is a very positive way to view these differences and to find ways to help us communicate with people who are different to us25 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  26. 26. The Five Languages of Love  Physical touch – hugs, cuddles etc.  Saying nice things to people  Giving gifts  Spending special time with someone  Doing special things for people to serve them or help them26 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  27. 27. What is your love language? • Discuss27 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  28. 28. Effective Communicate with Clients and Staff Now we have looked at some of the dynamics of communication… we need to consider the importance of communication according to usual procedures in the workplace28 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  29. 29. Communication in the Workplace  Do we talk about work issues on a casual basis?  Do we send an email, a text message, a formal memo or skype message? Do we have group calendars? etc.  If the ‘ways’ that have developed over time in the workplace to communicate with colleagues are not effective… bring this up in a staff meeting or with the boss/senior and look to trouble shoot on ways of overcoming difficulties29 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  30. 30. Communication in the Workplace  More fights, misunderstandings and hurts occur due to poor communication in the workplace between colleagues than problems between staff and clients…  We NEED to work on creative communication patterns in the workplace FIRST… if we do this right our ways of communicating with clients will be a piece of cake!30 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  31. 31. Communicating with Clients  They say never let a phone ring more than 3 times if you want to provide a sense to your clients that they are important!  Phone manner is obviously an important point as well  Systems of getting back to phone clients is as important as taking the first phone call  Keeping our note taking and our systems clear in communication with our clients… data bases, message pads etc. are all part of the necessary communication systems that can let us down!31 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  32. 32. Contribute to the Implementation of Effective Communication Strategies  Reviewing communication both with staff and with clients should be at the top of the list of every staff meeting…  Implementing better strategies should also be our follow through!  Assist new staff members or those out of the loop to know what the office processes are… be helpful32 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  33. 33. Use Specific Communication Techniques to Maintain Constructive Interaction  Trust and listening to others is basic to communication  If things get out of control, bring in a MEDIATOR!33 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  34. 34. Facilitate Discussions  Encourage everyone to have their say… if some people need time to digest issues then allow this to ensure those who talk before they think don’t hog all the airtime while those who think before they talk get frustrated…  Follow agenda points in discussions, so that all points are actually covered and discussions don’t become fruitless free for alls...missing important points34 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  35. 35. Identify Communication Strategies to Build Relationships with Clients  You may at times have people within an organisation who are involuntary or present communication challenges  You may have mandated clients in a mediation… who don’t want to be there  Humour, down to earth attitudes and behaviour, gentle friendliness can all help to put the person at ease  Treat people like they are neighbours… as if you would have a relationship with them for the next 20 years… this will keep you on track in providing quality communication35 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  36. 36. Contribute to the Development of Effective Communication Strategies  In addition to basic communication skills - at a Diploma level - Youth workers are expected to manage other staff and the organisation and to demonstrate advanced communication skills such as the following:  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 workplace36 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  37. 37. Contribute to the Development of Effective Communication Strategies  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 organisation37 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  38. 38. Contribute to the Development of Effective Communication Strategies  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 objectives38 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  39. 39. Represent the Organisation to a Range of Groups  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 others39 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  40. 40. Facilitate Group Discussions  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 individuals40 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  41. 41. Facilitate Work Group Interaction  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 group41 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  42. 42. Use Specific Communication Techniques to assist in Resolving Conflict  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 negotiating 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 appropriate42 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  43. 43. Produce Quality Written Materials  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 training43 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  44. 44. Conduct Interviews  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 communicated44 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  45. 45. Conduct Interviews  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 problems45 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  46. 46. Youth Workers need to Demonstrate a Knowledge of:  Effective communication strategies and techniques to address barriers and build and maintain relationships  Recognition of communication styles of individuals  Basic group dynamics and facilitation of group discussion  Cross cultural communication protocols  Non-verbal communication strategies  Communication techniques to maintain constructive interactions  Barriers to communication46 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  47. 47. Essential Knowledge for Youth Workers  Knowledge of different communication styles and techniques  Different interview techniques  Effective interpersonal, written and oral communication  Negotiation techniques  Group development processes  Conflict resolution strategies and techniques  Research techniques, including social research47 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  48. 48. Youth Workers need the Following Essential Skills:  Provide evidence that all communication with clients and colleagues is appropriate to individual needs and the situation and promotes achievement of organisation objectives  Use strategies to meet particular communication needs/difficulties  Address individual issues in a timely way and in a manner which maintains the integrity of the individual  Know when to provide referrals to conflict resolution and mediation48 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  49. 49. Youth Workers need the Following Essential Skills:  Establish and maintain appropriate network of clients  Incorporate the requirements of specific groups in all client service work  Communicate professionally with other professionals  Work effectively with clients and service providers  Assess cultural communication protocols49 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  50. 50. Youth Workers need the Following Essential Skills: • 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 workplace health and safety (WHS) guidelines50 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  51. 51. Other Complex Skills Include:  Reflective and active listening, respectful responding, empathy, feedback and rapport  Addressing communication barriers through application of a range of strategies  Recognition of non-verbal triggers  Clarification of boundaries of work role  Apply oral communication skills required to fulfil job roles as specified by the organisation/service  Skills in asking questions, providing clear information, listening to and understanding workplace instructions, and clarifying workplace instructions when necessary  Service/organisation may require competence in English or community language, depending on client group51 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  52. 52. Communicate Effectively Includes: • Effective use of questioning, speaking, and listening and non-verbal communication techniques • Identifying and evaluating what is occurring within an interaction in a non-judgemental way • Making decisions about appropriate words, behaviour, posture • Using clarifying, summarising questions • Putting together a response that is culturally appropriate • Expressing an individual perspective52 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  53. 53. Communicate Effectively Means:  Expressing own philosophy, ideology and background and exploring the impact of this on the communication  Exploring and unpacking problems  Using active and reflective listening appropriately  Providing sufficient time to enable stories to be told  Providing summarising and reflective responses in conflict situations  Confirming that required information is accessed or message communicated53 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  54. 54. Definitions Non-verbal communication includes:  Gestures  Posture  Facial expression Interviews may include:  Discussion of staffing issues  Routine information collection  Maintaining confidentiality  Evidential-based  Non disclosure  Disclosure54 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  55. 55. Definitions Established procedures may refer to:  Commonwealth and State legislation  International conventions relating to the rights of individuals  Organisation policy and procedures  Relevant program standards  Duty of care and ethical practice Presentation of information includes:  Clarity  Appropriate sequencing  Delivery within an appropriate time  Utilising media to enhance presentation, if appropriate  Addressing audience needs55 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  56. 56. Definitions Opportunities will include: • Allowing sufficient time to hear individual stories • Encouraging a full exploration of issues • Encouraging validation of individual issues Additional parties may include: • Trusted friends • Case workers • Family members • Nominated adults56 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013

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